Task-Based Language Teaching
reviewed by Beyza Yilmaz, Turkey
Beyza Ylmaz is an instructor in School of English Language Instruction at Ozyegin
University. She worked at Baheehir University English Preparatory Programme as an
instructor of English for six years (2005-2011). She received her BA in English Language
Teaching from stanbul University in 2005. She received her CELTA in 2007. At present, she
is pursuing her Masters Degree in English Language Teaching at Middle East Technical
University. She has presented both in national and international conferences and comoderated two sessions in Electronic Village Online, a project of CALL interest section of
TESOL. Her interest areas cover teacher education, Media Assisted Language Learning
(MALL) discourse analysis, and instructional design.
E-mail:
[email protected]Task-Based Language Teaching
David Nunan (Author)
Cambridge University Press
ISBN: 978-0521549479
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Information about the aauthor
The context
Purpose and structure of the book
Comments on the design
Reflections
Information about the author
Dr. David Nunan is both a linguist and the world's best-selling textbook author. Professor
Nunan's academic and student textbooks are published by Cambridge University Press,
Oxford University Press, and the EFL publishing division of Cengage Learning. Dr. David
Nunan is Academic President of Anaheim University based in Anaheim, California. He serves
in a concurrent role as Dean of the Graduate School of Education and Professor of TESOL at
Anaheim University. In 2000, David Nunan served as President of TESOL, the world's largest
language teaching association. He has received numerous awards throughout his career for his
contributions to the field of English Language Teaching.
The context
As a member of the reading club organized in Bahcesehir University English Preparatory
Program (BUEPP), I had the opportunity to read Task Based Language Teaching (2006) by
David Nunan in the first semester of 2007-2008 academic years. As TBL was being
implemented in our school then, I benefited a great deal from reading the book, which I found
to be useful, both from a practical and theoretical standpoint.
Purpose and structure of the book
Task based language teaching is a new concept for many language teachers. There is a lot of
theoretical information available, but many people know very little about how it can be
implemented in practice. The main purpose of this book is therefore to give teachers some
ideas about how TBL can be implemented in language classes. The writer achieves this by:
1- providing teachers with models and an empirical basis for TBLT .
2- clarifying the role of focus on form in TBLT
3- giving teachers some ideas about how TBLT can be assessed.
The book consists of eight chapters on different aspects of TBLT. Nunan refers to different
researchers ideas before stating his own approach. This manner of proceeding provides the
reader with numerous insights into TBLT.
Chapter 1: This chapter is mainly about the definition of task in relation to the general field
of task design and how communicative language teaching and TBLT are interrelated. The
effect of TBLT on learners and academic practice is also discussed.
Chapter 2: In this chapter a framework for TBLT is established, along with the key elements
that make up a task. Principles underlying the instructional sequence are also highlighted.
Chapter 3: In this chapter, core components that go toward making up a task, including
goals, input data, procedures, teacher and learner roles and task settings are examined. The
relationship between real world and pedagogic tasks, task and text authenticity and learning
strategies in TBLT are also touched on.
Chapter 4: This chapter summarizes research about TBLT. The important issue of task
difficulty is also examined by exploring different factors making one task more difficult than
another. Krashens four hypotheses are also explored in this chapter.
Chapter 5: Research into the focus on form in TBLT is explored in Chapter 5. The place of
form and the proper amount of focus is considered .The writer refers to various ideas
regarding form in TBLT by providing the reader with numerous examples of task types.
Chapter 6: In this chapter some key elements in grading, sequencing and integrating tasks are
explored. Nunan argues that many factors need to be taken into account and that these factors
are interrelated.
Chapter 7: This chapter is mainly about assessment in TBLT. Key issues related to
assessment are considered and related to the context of TBLT. Some practical tools such as
performance scales, portfolios and production tasks are explored.
Chapter 8: This chapter focuses on tasks and teacher development: how teachers can
evaluate and create their own tasks. Nunan concludes that tasks can be used as a point of
departure for small scale classroom projects by teachers themselves.
Comments on the design
The book is really a handy reference book for language teachers intending to explore TBLT in
detail. It includes an overview at the beginning and a summary at the end of each chapter,
which makes the thread easy to follow. Several appendices including various task types and
practical applications are also included. These appendices make TBL more concrete in
readers minds. The writer provides the readers with a glossary of terms used in the book to
clarify their meaning. Reflection boxes in each chapter make the writer and reader interact
and also make the reader consider how s/he can make use of TBLT in their own teaching
contexts.
Reflections
This book enabled me to have a clearer idea about TBLT. Reading the book and implementing
TBLT at the same time helped me combine theory with practice. I also reconsidered my role
as a teacher and my expectations from my learners thanks to the book.
The book has also been helpful to me in some controversial areas such as the place of
grammar and assessment in TBLT. Before reading the book, I thought TBLT advocated no
explicit focus on form (i.e. strong interpretation). Thanks to the writer, Ive realized that there
is also a weak interpretation advocating explicit focus on form as well as meaning.
Learning this helped me to reconsider the role of grammar in TBLT and revise my lesson
plans accordingly. As a person who definitely believes that form should be focused along
with the meaning, learning this comforted me and enabled me to look at TBLT from a
different perspective.
Another thing I liked about the book is the way the writer presents his ideas. In most
methodology books writers tend to make their readers to take their own standpoint. However,
the presentation of ideas is different in this book. Even though it is his book, the ideas are not
enforced. They are mentioned in detail along with other researchers ideas. Some lesson plans
and practical ideas of the writers and other researchers are mentioned. Therefore, it is up to
the reader to choose the best one to make use of in her/his own context
In conclusion, I definitely benefited from reading this book, as it provided me with a clearer
idea of what TBLT is and is not, and I believe this book can be useful for language teachers
wishing to explore Task Based Language Teaching in detail.
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