TBLT & CLT: An Alternative to Grammar-Translation Method - Essay Sample

Introduction

The task-based language teaching (TBLT) and communicative language teaching (CLT) was introduced an alternative method for teaching foreign language like traditional grammar methods (Butler, 2011). In the nineteenth century, the grammar-translation method used for teaching modern languages. The textbooks used consisted of vocabularies and the rule explanations. Through the use of grammar-translation methods, learners were expected to visit various countries and ensure they become fluent speakers. Some of the reformers stated that languages are taught in a natural approach. During ancient times, the direct methods used to teach foreign languages used principles such as introducing the international teaching points orally, teaching the everyday sentences and vocabulary, and teaching the complex vocabularies through demonstrations, pictures, and objects (Butler, 2011). Due to the challenges experienced when using the grammar-translation method, communicative language teaching (CLT) and task-based language teaching (TBLT) were implemented to mitigate the existing issues. Some of the constraints facing CLT and TBLT are the classroom-level constraints, conceptual challenges, and societal-institutional level constraints. Therefore, due to the impact created by communicative language teaching (CLT) and task-based language teaching, this paper will focus on CLT and TBLT.

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Advantages and Disadvantages of CLT and TBLT

Advantages of CLT

Teachers in CLT can incorporate various language skills while teaching, thus encouraging understanding ability among the students. In communicative language teaching, teachers act as facilitators as they observe the activities conducted by students and provide an appropriate response to learners (Barnard & Viet, 2010). Answers provided in the classroom either encourage or discourage the students' behavior and actions. Therefore, in classrooms, communicative language teaching is applicable from the Pre-Beginner to the Advanced levels and in classes where students come from multiple linguistic backgrounds (Barnard & Viet, 2010). The use of CLT ends up allowing the students to interact with others depending on their proficiency level.

CLT utilizes various communicative activities such as interviews, games, information gaps, role play, and group work in classrooms. These communicative activities allow students to work as a team as they learn foreign languages. For example, through the information gaps, the learner can try and use CLT to solve specific information gaps (Barnard & Viet, 2010). Also, the introduction of meaningful and authentic tasks in the learning centers and classrooms is of great significance to the learners as it is student-focused (Adnan, Ilias & Ramli, 2012). Through these tasks, the students can interact as it enhances the promotion of practical linguistic skill-building. Teachers tend to present languages in pre-task, thus allowing students to apply vocabulary and grammar constructions as they wish. Therefore, the pre-task explores every language skill they know instead of the target language learned in the lesson.

Consequently, the students are likely to contribute to an environment of support and trust in classrooms. Encouraging the peer checking of answers in the classrooms allows students to discuss their answers before checking them in an open class (Adnan et al., 2012). Also, contributions in class are inspired by the creation of discussion avenues in small groups. Therefore, the discussions and debates that are undertaken in the classroom help the students in averting, building, and promoting students' participation.

Disadvantages of Communicative Language Teaching (CLT)

People term CLT to use a diverse variety of approaches, thus having no concrete definition. The communicative language teaching favors the native language speakers rather than the non-native speakers since the native speaker tend to use idioms and slang in transmitting the knowledge to the learners. The prevalence of the native-teachers in schools who are not titled as teachers, they lack the psycho-pedagogical expertise that can make non-native teachers implement for making the students understand the foreign languages (Breshneh & Riasati, 2014). Therefore, this action appears to become challenging for teachers who are not proficient in teaching the second language to students.

Consequently, communicative language teaching was not designed for students from backgrounds that have conventional educational systems. For example, some students come from cultures where they follow strict formal and teacher-centered environments. Also, teachers tend to focus on fluency rather than accuracy. For instance, in CLT, students are left alone to solve their communication issues, thus forming grammatical incorrect and incoherent sentences (Breshneh & Riasati, 2014). Therefore, these issues make communicative language teaching not to be effective in most schools that have incorporated the non-native speaking groups.

Advantages of Task-Based Language Teaching (TBLT)

The Task-Based Language Teaching aims at developing the students' capacity to participate in fluent and significant communications. For example, most students in colleges and Universities seek to learn knowledge that is connected to their day-to-day activities instead of learning the fixed articles from textbooks (Tuncel, 2016). Students in colleges tend to consider grammar to be of no practical help to them. Therefore, Task-Based Language Teaching meets the requirements of students as it allows them to engage with meaning, thus developing a language system.

Additionally, through the adoption of TBLT, the college student tends to benefit from language acquisition due to their diverse language experiences. The different cultures make the learner have distinct ways of thinking, thus providing solutions to various issues. Therefore, through the use of TBLT, students access multiple opportunities since they are not penalized for their incompetency and accuracy (Tuncel, 2016).

TBLT maximizes the scope for communication since it provides a specific condition that enables learners to acquire what they understand whenever they are conducting various tasks. Through participation in various tasks, students tend to make use of the language they have attained. Also, tasks assigned to students allow them to assimilate the language items which they notice and understand over time (Moore, 2018). These tasks allow the students to use their previous knowledge to the new contexts whenever they are communicating. Therefore, these tasks help learners to engage in meaningful communication, thus giving students chances to incorporate various communication approaches for public use (Moore, 2018).

Disadvantages of Task-Based Language Teaching (TBLT)

TBLT is not appropriate for low-level learners since they are not proficient in communicating the target language to complete the assigned task. In the task-based approaches, the learners are encouraged to communicate with their counterparts, thus finding solutions to achieve the provided task (Ganta, 2015). Classrooms consist of students with diverse learning styles, talents, and motivational levels that enable them to conduct specific tasks. Duties prescribed in classes can vital to a few students, and for other learners, it might be difficult, thus being a wastage of time to perform a particular task. Communicating the same language promotes understanding ability and ensures everyone is cooperating when conducting these tasks. Therefore, low-level learners cannot contribute to completing various tasks since they cannot share their ideas towards providing solutions to issues.

The fundamental issues tend to affect TBLT since tasks do not resolve the problems experienced in language expansion and correctness of the used language. The group and open-ended tasks improve oral production fluency. Also, it is unlikely to assimilate the unfamiliar language characteristics that are introduced in doing pre-tasks. Whenever the class has heterogeneous, it becomes problematic for teachers to incorporate TBLT. Therefore, the students acquire fluency through accuracy, thus demanding the group or individual responsibility and commitment when conducting specific tasks (Ganta, 2015).

How the Learning Approaches they are Represented or Not Represented in My L2 Learning and Teaching Practices

Teachers in Saudi Arabia used the grammar-translation method when teaching English. The Grammar-translation method helped in expanding the vocabulary of the learners, thus avoiding lengthy explanations (Natsir & Sanjaya, 2014). Also, learners tend to learn from known to unknown. This action helped me to learn different vocabulary used in English. Despite the advantages of the grammar-translation method, the method has multiple disadvantages where teachers begin teaching English by making them know how to read. The grammar-translation method is unnatural since it does not follow the natural ways of learning, such as reading, writing, listening, and speaking.

On the other hand, when I came to the United States, teachers used direct methods to teach English, thus making me not to experience CLT and TBLT. The direct method incorporated speaking, observing, reading, writing, and listening (Ganta, 2015). Also, this method allowed me to use demonstrations and communication when learning English. Therefore, the direct approach aims at creating a bond between expression and experience, thus making learners think in English.

How TBLT and CLT will Guide my L2 Teaching in the Future through Description of the Teaching Contexts and How I will teach the Language through Application of the Two Approaches

Due to the benefit acquired from utilizing TBLT and CLT in teaching English as a second language, I will use these approaches in teaching adult college students who are Arabic speakers. TBLT and CLT will help me to achieve the set goals and objectives in ensuring every student can speak the English language fluently.

Conclusion

The task-based language teaching (TBLT) and communicative language teaching (CLT) was introduced an alternative method for teaching foreign language like traditional grammar methods. Both approaches have multiple strengths and weaknesses which might encourage or discourage their effectiveness. For example, TBLT aims at developing the students' capacity to participate in fluent and significant communications. Teachers in CLT tend to incorporate various language skills while teaching, thus encouraging understanding ability among the students. Since these approaches are vital in teaching English as a second language, I will use CLT and TBLT in teaching adult learners who are Arabic speakers. Therefore, through the utilization of TBLT and CLT, I will achieve the set goals and objectives when teaching the English language to non-native speakers.

References

Adnan, A. H. M., Ilias, N., & Ramli, M. S. (2012). Communicative Language Teaching: Difficulties, Problems, and Limitations Regarding Its Implementation in the Malaysian ELT Context. Published and Printed in Malaysia by 306. Retrieved from https://www.researchgate.net/profile/Siti_Nurul_Mahfuzah_Mohamad2/publication/292979436_Online_Multiple_Intelligence_Tools_for_Teaching_at_Polytechnic/links/56b356d608ae2c7d5caed20f.pdf#page=306

Barnard, R., & Viet, N. G. (2010). Task-based language teaching (TBLT): A Vietnamese case study using narrative frames to elicit teachers' beliefs. Language Education in Asia, 1(1), 77-86. Retrieved from https://www.researchgate.net/profile/Gia_Viet_Nguyen/publication/228864316_Task-Based_Language_Teaching_TBLT_A_Vietnamese_Case_Study_Using_Narrative_Frames_to_Elicit_Teachers_Beliefs/links/544a7ae90cf24b5d6c3cc89b/Task-Based-Language-Teaching-TBLT-A-Vietnamese-Case-Study-...