Nunan’s framework for Task-Based Language Teaching (TBLT) is
built upon the concept of pedagogical tasks. Pedagogical tasks are real world
tasks used for learning. They range from rehearsal task to activation tasks.
Rehearsal tasks give learners some practice in doing a real world task, while
an activation task activates cognitive skills and strategies required for such
activities. It its strongest form, TBLT is very much like Communicative
Language Teaching where language acquisition is a subconscious process, and
conscious grammar teaching is unnecessary. Thus strong form of TBLT advocates
the replication of natural processes of language acquisition in the classroom.
Nunan advocates a
sort of form focus in the early stages of second language acquisition. So he
includes what he calls as enabling skills in his framework. Enabling skills
facilitate the processes of authentic communication. They are of two kinds-
language exercises and communicative activities. Language exercises are judged
with the linguistic outcomes (In contrast, pedagogic tasks are evaluated with
their completion in terms of goal.). Communicative activities take manipulative
practice from language exercises, and meaningful communication from pedagogical
tasks. These activities are authentic and free because of the meaningful
communication involved.
This framework is
chosen from many others available because of the simplicity of its organisation
and its effectiveness in creating task-based lessons and syllabii. Nunan himself
suggests ways of organizing syllabii and developing units.
