Task Based Language Teaching Case Study

Introduction
In coming up with an in-depth analysis of a teaching approach, a clear background of how it is operated is necessary. I have chosen to study further the approach that I have reported in my TESL class which is the Task-Based Language Teaching. This had sounded so interesting for me for in a first look of its title, this approach appeared to have surely integrated activities specifically, ‘tasks.’ A book of David Nunan, main proponent of Task-based language teaching, describes this approach by giving a basic distinction between what was called real-world or target tasks, and pedagogical tasks: target tasks, as the name implies, refer to uses of language in the world beyond the classroom; pedagogical tasks are those that occur in
And because language learning should be a developmental process that should promote communication and real-life interaction, task-based activities are good facilitators of practices and exercises for the target language. According to Ellis, 2003, TBLT has been studied determining its effectiveness in different aspects: oral performance, writing performance, and performance
Usually for second language learners, the problem had been the lack of confidence in using the target language as they perform and participate in tasks. That is the reason why through tasks, the teachers should be able to build their confidence as they are encouraged to communicate and become more interactive inside the class. According to Burdett, 2003, if learners will get improved in their confidence, this may lead to a more participation and sharing of the workload especially during group work