Even though I have briefly dealt with English teaching methods on this blog before, had I never previously acknowledged the TBL approach. "TBL" stands for "Task Based Learning". I would say that it does in fact correspond with a small number of other methods, such as: "The Communicative Approach", "Total Physical response", among others. In the following post, am I going to address the importance of TBL in the classroom, and express my opinion on the matter.

 

Introduced about twelve years ago, TBL focuses on language as a tool for communication. In other words the target language is learned by application. You see, the lesson is based upon the completion of a central task. As a result, the content studied is contingent on what takes place as the students complete it. Moreover, the study of grammar, vocabulary and pronunciation could either be considered or not after the main task is finished. Notwithstanding, the use of this method is not set in stone for a particular type of class. In fact, there is something called: "An eclectic approach"(An approach with mixes techniques from different other methods). The aforesaid suggests that teacher can take the liberty to use this approach (with prudence that is) to better suit the needs of their students. Since learners different learning styles and divergent ideas on how language should be learned.

 

Back to the topic at hand nonetheless. Let us list the most relevant stages of the TBL approach:

Pre-Task:  The teacher introduces the topic to be dealt with, and explains what the task is going to be. They usually aid the students remember previously seen content, and show clear examples so as to facilitate the process.

Task: The students work in groups in order to complete the task. They will use all the resources the have at their disposal. In the meantime, the teacher supervises the class and offers help.

Planning: Students arrange a short oral/written record so as to inform the class about what happened during their task. The teacher is still available to assist the learners.

Report: The students will present their report/record to the class either in a written or oral form. The teacher will decide the order in which the learners present their report. What is more, they will also offer useful feedback to students. Not to mention that they will show them some illustrations for the learners to compare with their own work.

Analysis: The teacher accentuates the more crucial parts  from the text of the recording (illustration) for the class to analyze. The teacher can also encourage the students to identify the most interesting aspects from the text. They can also emphasize the language used during the report.

Practice: Lastly, the teachers selects areas where the students need some improvement. In other words, what the errors that emerged during the report. Consequently, the learners then do practice activities so as to further develop their confidence and skills.

 

In conclusion, I would say that it has been proven that no specific teaching approach is perfect. Thus, the reason why I mentioned the eclectic approach in the above paragraph. In truth, it is up to the teacher whether to focus on a controlled practice, freer practice or free activity. It could even be communicative activity. It will all depend on the students' needs and preferences. As a matter of fact, using several kinds of activities in our lessons adds variety. Thus, keeping the learners motivated and interested in the topic at hand. Be that as it may, moderation (Not to overuse a specific method) does play an important role in the success of our lessons (As I previously stated on this post as well).

Sources:
- http://esol.britishcouncil.org/content/teachers/staff-room/teaching-articles/task-based-approach
- TKT Teaching Knowledge Test Course (Modules 1,2 and 3) Cambridge University Press.