TASK-BASED LANGUAGE TEACHING (TBLT

TASK-BASED LANGUAGE TEACHING (TBLT) THE NATURE OF THE METHOD In the 1980s, the task-based appearance as the implementation of the constructivist theory and application of communicative language teaching (CLT) methodology has significantly affected language learning in terms of teaching strategy, developing syllabus and/or curriculum. The task-based view of language teaching is widely influenced by constructivist theory of learning and communicative language teaching methodology (Jeon and Hahn, 2000). The constructivist theory main concept is that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. The constructivist perspective on the nature of learning reflects how people make sense of their experience (Taber: 2011). Alzahrani & Woollard (2013) state that this theory focuses on the belief that solving problem helps individuals in thinking, learning, and development. Constructivism proposes that learner conceptions of knowledge are derived from a meaning-making search in which learners engage in a process of constructing individual interpretations of their experiences (Applefield, Huber & Moallem, 2017). Thus, in constructivism theory of learning, it’s very clear that experience is the most influenced factor in determining the success of learning. Richards and Rodgers (2001) state that British applied linguists saw the need to focus in language teaching on communicative proficiency rather than mastery of structure (structuralism view). The work of applied linguist has developed the communicative language teaching theory and application to language learning. As supported by Larsen-Freeman (2000), Communicative Language Teaching (CLT) aims to apply the theoretical perspective of the communicative approach by focusing on the communicative competence as the goal of language learning. According to Berns in Sreehari (2012), in CLT, language teaching is based on a view of language as communication, in which the speaker uses the language for some purposes orally or literally. Littlewood (2013) claims that there are two types of CLT: The communicative perspective on language is primarily about what we learn. It proposes that when we learn a language we are primarily learning not language structures but language ‘functions’ (how to ‘do things with words’). The communicative perspective on learning focuses attention on how we learn, especially on our natural capacities to ‘acquire’ language simply through communication without explicit instruction. It is very dramatic to say that the first approach leads to a perspective that teacher should not make any use at all of ‘traditional’ techniques such as explanations, drills and question-and-answer practice as what we see in current education, teacher still imply those traditional methods. As some studies have revealed that Grammar Translation Method (GTM), and Total Physical Response (TPR) were the dominant seen in the practice of language teaching and learning (Intarapanich, 2013; Chien, 2014). Ellis (2009) claims that the teachers and educators in Asian countries are likely favor to philosophy of traditional teaching that is radically different to the concept of TBLT. Task Based Language Teaching (TBLT) is directly derived from CLT. TBLT is an approach which offers students material and the students have to be actively involved in the processing of learning to accomplish the goal of learning or complete the task (Hashemi, Azizinezhad & Darvishi, 2012). Harmer (2007) states that TBLT makes the performance of meaningful tasks the central of the learning process. The term “task” according to Nunan (2004) is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language. The task itself contains instructions for the students to make particular real-context situation in writing or speaking. Indeed, there is an opportunity for the students to use the language. As suggested by Mao (2012), language teaching should interact with learning to create genuine use of the language, and that language proficiency as the goal of learning can be achieved by doing tasks. Task based learning is a different way to teach languages. It can help the student by placing them in a situation like in the real world where oral communication is essential for doing a specific task. Hence, the task-based approach aims at providing opportunities for learners to use the target language both spoken and written language through learning activities to engage the authentic, practical and functional use of language for particular purposes. THE CHARACTERISTICS OF TBLT Student-centered According to Killen (1966), student-centered also referred to as discovery learning, inductive learning, or inquiry learning, place more stronger focus on the learner. In student-centered, the teacher has less direct control over the learning process in classroom. This student-centered approach focuses on meaning making, inquiry and authentic activity. The aim of student-centered according to Garrett (2008) is to create a learning environment where knowledge is constructed by the teacher and students rather than transmitted directly by the teacher. One characteristic of student-centered, students don’t depend on their teacher all the time, waiting for instructions, words of approval, correction, advice, or praise. They don’t ignore each other, but look at each other and communicate with each other. They value each other’s contributions; they cooperate, learn from each other, and help each other (Jones, 2007). When facing difficulty or in doubt, they do ask the teacher for help or advice but only after they have tried to solve the problem among themselves. Natural Language Use Language is treated as a tool rather than as an object for study and where, therefore, meaning rather than linguistic form is primary. Language learning is a developmental process enhancing communication and social interaction rather than a product internalized by practicing language items, and that learners master the target language more powerfully when being exposed to meaningful task-based activities in a natural way (Hismanoglu, & Hismanoglu, 2011). Some educators may have ruled out the use of language in natural setting. As mentioned by Smith, Butler, Griffith & Kritsonis (2007), many language teachers conceptualize language as a set of systems (i.e., sounds, vocabulary, and grammar). However, they may not conceptualize language as a social event (i.e., topic, speaker roles, purpose’s, and medium). Rejection of Traditional Teaching The traditional approach according to Ellis (2014), refers to both grammar-translation and to presentation-practice-production. Grammar-Translation Method appears relatively easy to apply and it makes few demands on teachers, which is perhaps the exact reason of its popularity (Qing-xue & Jin-Fang, 2007). It’s very clear that, many linguists have suggested educators to leave the traditional approach. Today’s language learning focus is that to make the learner able to use the language in real situation both orally and literally. In GTM method the students are not forced to communicate in the target language but to appreciate foreign literature. In CLT method, the students are emphasized to communicate in target language for the daily and teaching learning activities. GTM is a very classic method in contrast CLT is one of the latest methods that is used by teachers in many countries today in ESL/EFL classroom even though both are very interesting methods but they have the very obvious differences in terms of the approach and history (Natsir & Sanjaya, 2014). Sanchez (2004) outlines that the grammatical and conversational are the trend of language teaching approach. Both approaches have been permanently in tension with each other and seem to reappear again and again in different ways and formats: written vs. oral language; learning grammar vs. learning how to speak; and formal vs. informal language use. IMPLEMENTING TAKS-BASED LANGUAGE TEACHING There are 3 frameworks in implementing TBLT (1) Pre-Task, (2) During-Task, (3) Post-task (Ellis, 2009; Rozati,2014). Pre-Task In this stage, the teacher gives students time to plan for the performance of the task. It can consist of presenting useful words and phrases, brainstorming activities or listening to native speakers who are doing the tasks. In the pre-task, the teacher will present what will be expected of the students in the task phase. The instructors may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task. During-Task Students start performing a communication task, by the background language they have already learned. The task is an aim-centered activity that enables the students to achieve a real outcome. Tasks can be classified in many ways: personal information, narrative, or decision-making tasks communication or enabling tasks pedagogic or target/authentic tasks and problem-solving or structured input tasks (Barrot, 2016). According to Willis’s as cited in Mao (2012) category, we have six types of task: 1). Listing 2). Ordering and sorting 3). Comparing 4). Problem solving 5). Sharing personal experiences 6). Creative tasks During the task phase, the students perform the task, typically in small groups, although this depends on the type of activity. Unless the teacher plays a particular role in the task, the teacher's role is typically limited to one of an observer or counselor. Post-Task This stage has 3 pedagogy goals: (1) to provide opportunity for repeat the performance, (2) to encourage reflection on how the task was performed, and (3) to solve problems faced by students during performance (Ellis, 2009) Repeat performance When learners repeat the performance, it will give them better outcome such they will be more fluent and more natural in language use. Reflection Teacher should ask the students about how the task is performed in form of a report (oral/written). Students may be asked to comment on other performances. Problem Solving Students may have facing problems during the task. This is the role of the teacher to give clue to the students regarding the problem and asked the students to discover the answer. Another activity that can be done during post task is, listening/watching the same performance by native speaker as what they have done. At this phase students can listen to native speakers who have done the same task and compare the language. Motivation is created by the need to attain the objectives of the task and to report back on it. If success is achieved, motivation will be increased. CRITICS OVER TBLT During its development, the TBLT has raised several debates on educators and researchers. The critics mostly appear due to misunderstanding regarding the “task”. Ellis (2009) has pointed out that. It is very often the case when a ‘new’ approach receives the support of theorists and researchers in academe, critics will follow. TBLT is very obvious challenging the educators who still implementing traditional teaching due to its easiness and requiring less work for the teacher. However, the implementation of TBLT may face several problems for the teachers and students. Task Difficulty Difficulty in understanding the task, requiring more time or more attention and resources (Ganta, 2015) Cognitive & Linguistics Demand There must be vocabulary or structures the learners did not know. It is often found in EFL classroom in which during the earlier stage of learning, the students don’t have any primer knowledge about the target language. Authenticity of the Task It is been highlighted that the task in TBLT should be real world context. But there are tasks like describing a picture to someone else so that they can draw the picture, identifying the differences between two pictures, telling a story based on pictures etc. which are unlikely to occur in real life situations. CONCLUSION TBLT provides ideal linguistic environments and conditions for negotiated interaction and are thus potentially beneficial for language learning. TBLT has widely used by educators in ESL and EFL. The complexity of the methods give opportunity to those especially EFL students that have not experienced real English situation. However, selecting teaching method is very difficult for the educators whether to follow the trend of educational methodology (CLT) or strict with the traditional teaching (GTM). Indeed, this put high pressure on the teacher. The capability of both teacher and students and also the need of students must be the most important factor to determine the style of learning. REFERENCES Alzahrani, I., & Woollard, J. (2013). The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki classroom and the Relationship between Them. In 3rd International Conference For e-learning & Distance Education (pp. 2-9). Riyadh: eli. 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