Task-based Language Teaching, By David Nunan

Name: Yassmine Mellouki

English department, group 1 middle school

David Nunan's "Task-Based Language Teaching" is an wide-ranging exploration of the

principles, frameworks, and observed foundations of task-based language teaching (TBLT). First
published in 2004, this work has become a inspiring text in the field of language education,
particularly in the context of English as a Second Language (ESL) and English as a Foreign
Language (EFL). Nunan's approach is both theoretical and practical, making it a valuable
resource for educators, curriculum developers, and researchers alike. Nunan, a renowned applied
linguist, aims to bridge the gap between theory and classroom practice by offering insights into
syllabus design, assessment, and teacher development within the TBLT framework. This review
critically examines the book’s content, strengths, weaknesses, and its contributions to the field of
language education.
Nunan have divided his book into eight chapters, each grasping a point of the language teaching.
All sections start with an introduction and an overview, and ends with a conclusion. The topic
that are discussed in the chapters are the following:

Chapter 1
The biggening of this chapter starts with a definition of what “task” means, and where the TBLT
stand within a wider curricular consideration and CLT. For Nunan task is a quest that requires
students\ learners to understand, produce or interact with language in a way that focuses on the
meaning rather than the form, for this reason real-world tasks are important. With those kind of
engagements learners gets to mimic authentic communication, which help devolpe their use of
language outside of the classroom. There are types of tasks with the mentioning of these two
specifically:
  Real-World Tasks: These simulate actual language usage scenarios.
 Pedagogical Tasks: These are altered or designed to gradually build skills necessary for
real-world application.

The author also distinguishes between a task and activity, while the second one focuses on the
structure of the sentence and classroom related jobs, the first one focuses on real-word
interaction.
As Nunan explores and distinguish between main concepts, even if the terms are connected they
represent different components in the educational framework. We already saw the definition of
the word “task”, the following are the other terms mentioned by the author:

Curriculum: it contains the general or the principal plan for an educational program, including
content, teaching strategies, and evaluation methods
Syllabus: a more specific and detailed plan, which is extracted from the curriculum. It often
focuses on the content and arrangement of instruction, which stress learner what to do with
language making it task-driven.
This particular term (syllabus) gets the author’s attention, as he divides it into two contrasting
approaches to it design. The two approaches will show how TBLT prioritizes real-world
communication over rote memorization. The approaches are as the following:

1. Synthetic approach: this traditional method breaks down the language into units that are
taught together or in a sequent way; for example: grammar, vocabulary… in this method
the learner is assumed to synthesize the pieces into functional communication with time,
this could lead to inflexible linear development of the learner.

2. Analytical approach: this method approach language as a holistic thing, it relays on

introducing the learner to language in a natural way by using tasks that allows the
discovery of patterns and rules. It incorporates skills in non-linear authentic contexts.
On aspect that is woven into the framework of the TBLT, and plays an essential role would be
experiential learning. This notion needs learner to be active and engage with language, it
encourages leaning by doing. It goes along the constructive theory that suggest knowledge is
build through experience and interaction. Even if the light is mainly shed of the communicative
part, there is still an importance to the linguistic form. However, the focus on form occurs within
meaningful contexts rather than as isolated grammar activities. With this a balance is created that
ensures learners gain fluency and accuracy, without decline the authenticity of communicative
practice.

In TBLT the learners is the center of the whole process, they construct their language through
active participation, interaction and reflection on their experiences. Since the learners are the
center the learning needs and interests influence the design of the tasks. Real-life communicative
roles take a grand part in nurturing their interpersonal skills, by placing them in context that help
them understand where, when, why and how they can use the language they learned. The shift in
focus from merely teaching language content to emphasizing the learning process itself, ensures
that the learners develop both language and skills that are needed for lifelong learning.

Chapter 2
The chapter logically explores the author’s development of a framework for transforming real-
world, target tasks into pedagogical tasks, this remodeling integrates other essential elements of
curriculum design. As we will see in the following the main points of the chapter:

1. Transforming Real-World Tasks into Pedagogical Tasks

Nunan highlights the main aim of the chapter as developing a framework to adapt real-world
tasks—those based on authentic, everyday language use—into pedagogical tasks for classroom
use. This process involves:

 Identifying target tasks that learners may encounter in real life (e.g., ordering food at a
restaurant or conducting a business meeting).
 Simplifying or scaffolding these tasks to fit learners' current linguistic competences.

 Gradually increasing complexity to line up classroom tasks with real-world scenarios.

2. Curriculum Elements in Task-Based Language Teaching

Nunan introduces the curriculum as a multi-layered structure with tasks as its organizing
principle. For task-based curriculum there are key elements which are:

1. Goals: define the purpose of the tasks in relation to learner outcomes.

2. Input: the material or stimulus used to start the task.

3. Activities: the specific steps learners take to achieve task goals.

4. Roles: The parts expected of the teachers and learners.

5. Settings: The classroom environment, including pair work, group work, or individual
tasks.

3. Integrating Other Elements (Functions and Structures)

To ensure tasks support broader language development, Nunan outlines procedures for
integrating:

 Functions: Communicative intentions (e.g., apologizing, requesting, persuading).

 Structures: The grammatical forms supporting the communicative functions.
For example, if a task involves describing personal experiences, the teacher might integrate the
structure of past tense forms with the function of narration.

5. Seven Principles for Task-Based Language Teaching

Nunan identifies seven principles supporting TBLT, each one grounded in educational and
linguistic theory:

1. Scaffolding: gradually support learners to become more independent by reducing

guidance over time.

2. Task dependency: organize tasks in a logical sequence, where each build upon skills
developed in the previous one.

3. Recycling: encourage repeated exposure to linguistic elements across various tasks to

promote retention and deeper understanding.

4. Active learning: engage learners in language use, ensuring they are participants rather
than passive recipients.

5. Integration: include multiple language skills—reading, writing, speaking, listening—

within a single task.

6. Reproduction to creation: this principle starts with tasks that reproduce known language,
then moves toward tasks that require learners to create their own sentences in the original
language.

7. Reflection: encourage learners to reflect on their learning processes and linguistic

performance, the need for them to understand their progress is of great importance.

6. Developing Units of Work

The chapter discusses how to design comprehensive units of work including multiple tasks that
collectively develop linguistic competence. The process to create such tasks includes:

1. Selecting themes or topics relevant to the learners’ needs.

2. Creating a range of tasks that focus on different skills and several difficulty levels.
 3. Incorporating reflection points to estimate understanding and progress.
4. Ensuring that units address not only communication but also grammar and vocabulary
in meaningful contexts.

Chapter 3
1. Core Task Elements: Goals, Input, and Procedures
The third chapter emphasizes the core elements that are critical to designing and executing tasks
effectively:

 Goals:
o These are the communicative purposes of tasks. Goals are learner-centered and
ensure that tasks remain purposeful, lining up with both linguistic and real-world
objectives.

o They guide not only the task itself but also the supporting instructional activities,
such as pre-task preparation or post-task reflection.
 Input:

o It is the material that stimulates learner interaction and engagement. This can
include written texts, audio files, images, or even videos.
o They should be authentic where possible, reflecting real-life communication, or
adapted for pedagogical purposes while maintaining a sense of realism.

 Procedures:
o These are the actions learners undertake to complete the task. Effective
procedures are structured to guide learners through tasks step-by-step, from
comprehending input to completing complex, communicative outcomes.

2. Supporting Elements: Teacher/Learner Roles and Settings

 Teacher Roles:
o Teachers act as facilitators while minimizing their involvement in communicative
interaction, setting up tasks, scaffolding learner efforts, and monitoring progress.
They support learners while allowing natural language use to occur.
 Learner Roles:

o Learners are active participants tasked with solving problems, or achieving set
objectives through collaboration and communication.
 o Independence is encouraged as learners manage task complexity and interact in
ways that closely mirror real-world scenarios.

 Settings:
o Tasks can be conducted in diverse contexts, including individual, pair, or group
work. There is an influence that these settings arrangements can have on the level
of interaction and complexity within the task.

3. Text and Task Authenticity: Nunan argues that while authenticity is ideal, it can sometimes
be adapted to suit educative needs without losing its communicative focus.

 Text Authenticity:
o It come directly from real-life sources without modification. They expose learners
to natural language use, idiomatic expressions, and real-world contexts.

 Task Authenticity:
o It refers to designing tasks that mirror real-life uses of language. Tasks need to
produce outcomes that feel meaningful and relevant to learners.

5. Learning Strategies in TBLT

The author highlights the importance of inserting learning strategies into task design to improve
learner independence and engagement, this shows how TBLT does not only foster language skills
but also tools for independent learning. This can be done through the use of:

Metacognitive Strategies:
o The learning process should be planed, monitored, and evaluated during and after
the completion of the task.

Cognitive Strategies:
o To understand new material the learner need to be able to problem-solve, reason,
and use in context.

Social Strategies:
o The understanding and use of language is not the only goal that language learning
aims at, building the sense of collaboration with peers, negotiating meaning, and
seeking clarification during communication tasks is also a part of the learning
strategies.
Chapter 4
This chapter reflects the author's exploration of key developments in second language acquisition
(SLA) research:

1. Krashen's Hypotheses and Early Psycholinguistic Studies:

upon reviewing the foundational work of Krashen, whose hypotheses have created
significant debate, and the criticisms these theories have received they remain influential
and continue to attract scholarly attention due to their practical implications for language
teaching.

2. Second Wave of SLA Research:

This wave drew on Krashen's work by emphasizing the concepts of output, interaction,
and meaning negotiation. These concepts highlight how language acquisition is indirectly
supported by active participation, like conversational adjustments and feedback during
exchanges. The indirect link between SLA and meaning negotiation is emphasized,
indicating that both concepts have supportive rather than directly causal functions in the
learning process.

3. Task Difficulty, Complexity, and Cognition:

An examination of the cognitive components of language activities, including task
difficulty and cognitive complexity, wraps up the chapter. In order to comprehend how
task design affects SLA, the concept of negotiation density is presented, with a focus on
its significance. The idea is that better opportunities for language development may result
from cognitively demanding tasks with a higher negotiating density.
This mixture bridges psycholinguistic theory, interactionist research, and cognitive task analysis
to offer a multidimensional view of task-based language teaching and its practical foundations.

Chapter 5
This chapter tackles the mixture that bridges theoretical perspectives with practical teaching
strategies, emphasizing the adaptability and inclusivity of a "weak" TBLT approach.

1. Focus on Form in TBLT:

The author examines the role of focusing on form within TBLT. While tasks in TBLT are
primarily communicative in nature, form-focused activities are acknowledged as
beneficial when incorporated into the broader instructional cycle. This perspective aligns
with a "weak" interpretation of TBLT, which allows for some structured attention to
language forms without making them the central focus.

2. Weak Interpretation of TBLT:

The "weak" version of TBLT does not treat form-focused exercises as tasks themselves
but positions them as supplementary to the communicative task framework. This
 approach seeks a balance between communication-driven activities and structured
linguistic focus to support learners’ accuracy and fluency.

3. Focused vs. Unfocused Tasks:

The chapter also highlight the distinction between focused and unfocused tasks, with both
of them having an essential role within the instructional cycle, serving different but
complementary purposes. Focused tasks are designed to target specific linguistic forms
or structures, while unfocused tasks aim to promote general communication without
concentrating on particular forms.

4. Consciousness-Raising Tasks:
Consciousness-raising tasks are discussed as a means of enhancing learners’ awareness of
linguistic forms and their uses. These tasks aim to deepen understanding rather than make
the immediate production easier, making them a valuable tool for language development
in TBLT.

5. Form-Focused Instruction in Practice:

The chapter concludes with examples of how form-focused activities can be integrated
into the instructional cycle. These examples demonstrate practical applications of theory,
demonstrating how attention to form can coexist with communicative tasks to achieve a
rounded language learning outcome.

Chapter 6
As for this chapter highlights the importance of strategic task design and integration, by
providing practical frameworks for enhancing task-based language teaching. The author starts
by exploring the principles behind grading (determining difficulty), sequencing (arranging in
logical order), and integrating tasks into a coherent instructional framework.

1. Grading, Sequencing, and Integrating Tasks:

Task difficulty is influenced by multiple factors, such as input complexity, practical
demands, and learner characteristics. To be more specific, the difficulty of a task can be
modified by adjusting how learners interact with the task rather than altering the input
itself. This highlights the interconnected nature of the variables influencing task
complexity.

2. Trial and Error in Task Ordering:

Because the impact of many factors may not be immediately evident, choosing the order
of tasks frequently requires experimentation. To build a successful task progression,
educators and curriculum designers must take these variables into account together.

3. Sequencing and Integration Methods:

In the final part of the chapter, the author reviews methods for sequencing and integrating
tasks. The latter include the following:
 o Topic/Theme-Based Instruction: Tasks are organized around specific themes or
topics, creating a contextual and meaningful learning environment.

o Content-Based Instruction: Tasks focus on delivering content knowledge while

facilitating language acquisition.
o Project-Based Instruction: Tasks are centered around long-term projects,
encouraging collaboration and practical application of language skills.

4. Applications in Instructional Design:

The examples provided in the chapter demonstrate how tasks can be combined with other
activities and exercises to create comprehensive, engaging instructional cycles. Even if
these suggestions are not all-inclusive, they offer flexible strategies for structuring and
delivering task-based learning.

Chapter 7
The chapter addresses various aspects of assessment in Task-Based Language Teaching (TBLT).
the principles that are provided reflect the contextual and practical nature of TBLT, emphasizing
the alignment of assessment methods with task-based objectives to effectively measure learner
progress. In this chapter there is an exploration of second language assessment with a focus on
its application within TBLT contexts.
After going over the discussion of foundational issues in second language assessment and then
transitioned into practical tools and techniques for assessment, such as performance scales,
production tasks, observation schedules, journals, and portfolios. Finally, it examined criteria for
evaluating learner performance.

1. Assessment Characteristics in TBLT: The author emphasized that the assessment of

learning outcomes in TBLT should adhere to the following principles:
o Direct Assessment of Student Performance: Assessments must evaluate actual
tasks performed by students instead of using indirect measures.

o Criterion-Referenced Evaluation: This involves comparing learner outcomes to

specific criteria rather than benchmarking against other learners.
o Objective-Focused Assessment: The stress should be on specific learning
objectives, avoiding attempts to evaluate general language proficiency.
o Formative Nature: Assessments should support ongoing learning, by providing
constructive feedback and fostering development.

These principles reflect the contextual and practical nature of TBLT, emphasizing the alignment
of assessment methods with task-based objectives to effectively measure learner progress.
Chapter 8
As the finale chapter underlining the dual benefits of TBLT is apparent, the author extends the
discussion to emphasize the role of a task-based approach in teacher development and its
connection to classroom research.
Task-Based Approach in Teacher Development:

 The focus has been shifted to demonstrate how tasks; which are essential to
TBLT, can also aid in the professional growth of teachers.

 Teachers can interact with theoretical ideas and apply them to actual classroom
scenarios in an organized but adaptable manner through tasks.

1. Small-Scale Classroom Research Projects:

 Teachers can use tasks as a starting point to create and carry out small-scale
research projects in their classes.

 These projects provide the teacher with a better comprehension to examine and
reflect on the effectiveness of their practices, fostering a deeper understanding of
both teaching and learning processes.

2. Bridging Theory and Practice:

 Teachers can directly relate theoretical frameworks to real-world issues in their

classrooms through these task-oriented research activities. This process not only increases
the applicability of theoretical insights but also gives teachers practical strategies that are
suited to their unique teaching contexts.

These points highlight how TBLT enhances learner engagement, and outcomes while
simultaneously serving as a tool for teacher growth and professional development