Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Teacher’s Role. The teacher’s role during the TBLT lesson is different 
during each stage of a lesson. Willis (1996) provides detailed instructions 
for teachers’ behavior during a TBLT lesson. After careful preparation before 
the lesson, a teacher should work hard “to set the scene in the introduction 
phase” by explaining the task and by giving necessary help (e.g., a listen-
ing track, or small reading text, or a short video). After it, during the task 
stage a teacher’s role is of a monitor. Here, it is important “to stop teaching 
and stand back”. Willis suggests not standing close to learners and just ob-
serving carefully how they are working in the groups. After the task stage 
has finished a teacher may give 1-2 short comments on learners’ work and 
then move on to the planning and reporting stage. Here it is important 
to give clear instructions on learners’ further actions and preparations for 
their reporting. A teacher becomes a language advisor during the plan-
ning stage. A teacher goes around and may correct some errors selectively: 
only those which impede the meaning. During the next stage a teacher 
becomes a chairperson and helps to navigate the learners’ reporting by 
“introducing the presentations, setting a purpose for listening and sum-
ming up at the end”.
After understanding how TBLT works, we understand that it is a simple 
procedure. But this simplicity makes the approach genius. As they say, ev-
erything genius is simple. And the procedure is natural: all the processes in 
life follow this cycle: preparation, doing, performing and deeper practicing/
analyzing (if necessary). So, this natural simple cycle, repeated during sev-
eral lessons ensures the effective results: when learners internalize a lan-
guage and really increase their speaking production.
TASK
Think about your classroom. Use the “Components of the Task-Based 
Learning Framework above” and explain how to teach Passive Voice or a 
specific language point of your choice? 
SUMMARY
The task-based language teaching approach emerged to suffice the 
needs of second/foreign language learners. It is widely used around the 
world in all possible contexts due to its simple structure and effective re-

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CHAPTER TWO: LANGUAGE TEACHING
sults. It is learner-centered and teacher-mediated. The lesson structure fol-
lows the task cycle format. The learners are engaged in completing the 
tasks from cognitive, behavioral, social, and emotional perspectives, which 
facilitates language acquisition. 
HOMEWORK TASK EIGHT
As explained in the key concepts section there are four main character-
istics that constitute a ‘task’ in the TBLT framework: (1) meaning is primary; 
(2) there is a goal which needs to be worked towards; (3) task completion 
has some priority; and (4) there is a real-world relationship. Using the lesson 
from Homework Task One, explain whether you use a true ‘task’ in the les-
son. If positive, how the task you identify uses the four main characteristics. 
If not, please create a task that can be used for your Homework Task One 
and explain how it is a task using the four main characteristics.
RESOURCES
1. https://www.youtube.com/watch?v=5OLySXzZY-4
– Prof Rod Ellis 
on Task based Language Learning.
2. https://www.youtube.com/watch?v=59XMhMO0FMU
– Demo: 
Task-Based Learning - International TEFL Academy.
3. https://www.youtube.com/watch?v=QLjyHh3LxmY&t=8s
– Task 
Based Lesson - Teaching Vocabulary and Speaking Skills.
REFERENCES
1. Branden, K. (2016). The role of teachers in task-based language ed-
ucation. Annual Review of Applied Linguistics, 36, 164-181.
2. Littlewood, W. (2013). Developing a Context-Sensitive Pedagogy for 
Communication-Oriented Language Teaching
. English Teaching: Ko-
rea.
3. Long, M. (2015). Second language acquisition and task-based lan-
guage teaching
. U.K: Wiley Blackwell.
4. Munira, S., & Firdousi, S. (2012). A study of TBLT approach: An ex-
periment of sample lesson and preparing lesson plan for EFL Class-
room. UITS Journal, 1(2), 98-109. 
5. Nunan, D. (2004). Task-based language teaching. Cambridge: Cam-
bridge University Press.

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6. Nunan, D. (1999). Second language teaching and learning. Boston: 
Thomson/Heinle.
7. Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in 
the language classroom. Annual Review of Applied Linguistics, 36, 
50–72. 
8. Samuda, V. & Bygate, H. (2008). Tasks in second language learning. 
NY: Palgrave, McMillan.
9. Willis, J. (1996). The TBLT framework: The Task Cycle. A Framework for 
task-Based Learning. Longman, pp. 52-65.

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