1. TBLT: Quick Outline for ELTchat
Geoff Jordan

2. Definition of a Task
Long defines a task using the ordinary meaning of the word to refer to “the hundred and one things people do in everyday life, at work, at play, and in between”.
A task is a piece of work undertaken for oneself or for others, freely or for some reward.

3. Target Tasks What students need to be able to do in the L2.
Needs analysis identifies Target Tasks
Gets info from Domain experts, students, others
Ask the experts for their authentic documents.
Recommended:
Brown (2009) Foreign and SL needs analysis 
F. L. Program Evaluation Project  
U.S. Dictionary of Occupational Titles gives Task-based descriptions of 12,000 occupations, e,g.: A Soldier’s Manual of Common Tasks.   

4. Overall task: “Journalist interviews a source”
Example 1 of Target Task
Gilabert (2005) English for Catalan Journalists
Overall task: “Journalist interviews a source”
Contacting the source
Documenting the interview
gathering different information sources (previous interviews, documents, Internet items, etc.)
selecting materials for questions
producing a set of questions
Arranging the interview
Doing the interview
Translating the transcript or interview for publication

5. Pedagogic Tasks Simpler versions of full target task.
Aim = develop the language that students need for full version.
Target tasks: the end-state view of what the learner needs to be able to do,
Pedagogic tasks: the learner's perspective. The PTs worked through as a series of increasing complexity, as gradual approximations to the full target task.

6. From Target to Pedagogic Task (Long, 2015, p.204: Figure 8.1)

7. Sequencing Pedagogic Tasks
Grading = The rational sequencing of pedagogic tasks.
Many criteria suggested:
Valency: the communicative value, reach or coverage of the task
Frequency
Learnability: what students are capable of processing
But for Long, complexity of the task is the key criterion

8. 10 Methodological principles for LT
MP1: Use task, not text, as the unit of analysis,
MP2: Promote learning by doing,
MP3: Elaborate input,
MP4: Provide rich input,
MP5: Encourage inductive “chunk” learning,
MP6: Focus on form,
MP7: Provide negative feedback,
MP8: Respect learner syllabi and developmental processes,
MP9: Promote cooperative collaborative learning, and
MP10: Individualize instruction.
Based on SLA research on how children and adults learn L2s successfully and by principles from philosophy of education

9. MPs are realized at local classroom level by pedagogic procedures
Selection of appropriate PPs is best left to the teacher, usually the expert on local circumstances, assuming he or she is well trained and experienced.
No universal or “best” PPs. Rather, choices vary systematically to cater to individual learner differences (age, level of L1, or L2 literacy, aptitudes for implicit or explicit learning, etc.), type of linguistic feature, etc..
To deal with persistent errors with a non-salient target language feature, a teacher of literate, analytically-oriented adults might choose a PP for providing explicit negative feedback, e.g., a simple pedagogic rule of thumb
For a salient feature, such as adverb placement, choose one for providing implicit negative feedback, e.g., recasts or clarification requests.

10. Stages in Long’s TBLT Needs analysis to identify target tasks
Classify into target task types
Derive Pedagogic tasks
Sequence to task-based syllabus
Implement with appropriate methodology & pedagogy
Task-based, criterion-referenced, performance assessment
Evaluate programme