24045471 - Khúc Nam Cường
ANALYSIS OF TASK-BASED LANGUAGE TEACHING AND
COMPETENCY-BASED LANGUAGE TEACHING APPROACHES
Aspect Task-Based Language Competency-Based
Teaching (TBLT) Language Teaching
(CBLT)
Focus and Goals - Focuses on language use in - Focuses on mastery of specific
real-world contexts. skills or competencies that are
- Emphasizes communicative necessary for real-life situations.
competence by engaging - Emphasizes practical,
learners in meaningful tasks that measurable outcomes and the
simulate real-life situations. ability to perform specific
- The primary goal is to develop functions or tasks in the target
learners' ability to use the language.
language fluently and - The primary goal is to ensure
effectively to complete tasks, learners can demonstrate specific
rather than focusing solely on competencies (e.g., ordering
grammatical accuracy. food, writing a formal email) by
the end of the course.
Instructional - Lessons are organized - Lessons are organized
Design around tasks that require around predefined
learners to use the language to competencies that learners must
achieve a goal (e.g., planning a achieve.
trip, solving a problem). - Instruction is highly structured,
- Tasks are often open-ended and with clear objectives and criteria
encourage creativity and for success.
collaboration. - Language forms are taught
- Language forms (grammar, explicitly and systematically to
vocabulary) are addressed as ensure learners can perform the
needed during or after the task, required competencies.
based on learners' performance.
Teacher’s role - The teacher acts as - The teacher acts as
a facilitator or guide, helping an instructor or assessor,
learners complete tasks and ensuring learners meet the
providing feedback. predefined competency standards.
- The teacher focuses on - The teacher provides clear
fostering communication and instructions, models the desired
fluency rather than correcting behavior, and assesses learners'
errors immediately. performance against specific
criteria.
Assessment - Assessment is - Assessment is criterion-
often formative and focuses on referenced and focuses on
how well learners can use the whether learners can demonstrate
language to complete tasks. the required competencies.
- Fluency, creativity, and - Success is measured against
problem-solving are prioritized specific, predefined standards.
over accuracy.
Example - Learners work in groups to - Learners are taught specific
plan a weekend trip, using the phrases and structures needed to
target language to discuss book a hotel room, and then
destinations, budgets, and assessed on their ability to
activities. perform this task accurately.
- The focus is on communication - The focus is on mastering the
and collaboration, with grammar specific skill of hotel booking.
and vocabulary addressed as
needed.
Similarities between the two approaches:
1. Both approaches prioritize practical, real-world language skills over abstract or purely
theoretical knowledge.
2. Both approaches are learner-centered in that they focus on the needs and goals of the
learners.
3. Both approaches emphasize communicative competence - the ability to use the language
effectively in real-world contexts.
Key differences between the two approaches:
1. Task-based approach is more open-ended and focuses on fluency, creativity, and
problem-solving during tasks.
2. Competency-based approach is more structured and focuses on mastery of specific,
measurable competencies.
In fact, combining these two approaches can create a more dynamic and effective learning
experience, as it allows learners to develop both specific competencies and fluency in real-
world communication. This is an example of how task-based approach can be applied in a
lesson of competency-based approach.
1. Start with Competency-Based Objectives
• Begin by identifying the specific competencies learners need to master (e.g., ordering
food at a restaurant, writing a formal email, giving directions).
• Clearly define the learning outcomes and criteria for success.
2. Design Tasks Around Competencies
• Create tasks that require learners to use the target competencies in meaningful, real-
world contexts.
• For example, if the competency is "ordering food," design a task where learners role-
play a restaurant scenario, using the target language to order meals, ask questions
about the menu, and interact with a waiter.
3. Use Tasks to Practice and Reinforce Competencies
• Tasks provide an opportunity for learners to apply the competencies they have
learned in a communicative and interactive way.
• For instance, after teaching the vocabulary and phrases needed for giving directions,
you could set up a task where learners guide each other through a map or a virtual
tour.
4. Provide Feedback and Reflection
• After completing a task, provide feedback on the acquisition of the predefined
competences (e.g., Did the learner use the correct phrases for ordering food?)
• Encourage learners to reflect on their performance and identify areas for improvement.
Reference
Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd
ed.). Cambridge University Press.
