2. Communicative Language Teaching (CLT) and Task-Based Lanuguage Teaching (TBLT)

In fact, I didn't pay much attention about the definition of following terms in educational literature before; method, approach, and technique. However, I came to understand the different meaning of each. Richards & Rogers (2001) stated that approach is a concept of teaching and it is categorized in a big flame: in other words, theory. Then, method is how educators use/present teaching materials based on the approach. Also, technique is a mean to implement methods, for example, exercises and activities. Nevertheless, it is still confusing for me to identify which word I should apply to a certain situation. 

Traditional teaching methods and humanistic approaches are below.

                                    "Summary of Language Teaching Methods Chart” by University of Maryland Baltimore County is licensed under  CC BY 4.0

It is said that educational practitoners are now incorporating several different methods into their practice; it is the time called the post-methods era. I have used Grammar-Translation, Audiolingual, and Communicative Language Teaching in my class, however, I often ended up landing on Grammar-Translation in the end. Though I applied CLT to my lessons through activities which involve students' meaningful interaction, I gave in to confronting my students' persistent L1 use.

James Hobbs (2011) indicated the common obstacles in Japanese classroom in his literature: "Practical steps towards task-based teaching." I felt so related to many of the issues in the paper. For example, in Japan, English course books chosen by the goverment are not designed to CLT/TBLT so that English teachers need to prepare materials for implementing those methods. However, Hobbs (2011) suggested that we can be successful in teaching English, even if we will not be able to fully implement TBLT in class. 

First, communicative activities need not be tasks but they should be meaningful/interactive language activities, such as students will report on what they have found or they will discuss what they have decided.  

Second, the focus should be on meaning but on language form.

Third, real-world situations should be reflected on the language activities, such as giving opinions, agreeing/disagreeing, and persuading.

Fourth, language activities should be interesting/engaging for learners.

Fifth, students should be given enough time to complete a task under teachers' encouragement.  


CLT and TBLT are the prominant methods in modern time. They are similar to each other; activities reflect on real-world settings, meaningful communication/interaction is the priority, student-centered, etc, so somewhat confusing to me. However, the most distinctive difference between the two would be their purposes.

CLT aims that learners will be able to interact and have meaningful communication in the target language. Through natural/authentic situation, learners will use L2.

As for TBLT, the target language will be used through completing a task. Therefore, learners will pursue completing a task and having an outcome, using L2.


 


 

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