TBL describes the learning that happens in a task, usually at lesson level. TBLT (strong form) is a syllabus derived from needs analysis (Long). Most ‘task-based’ lessons are really task-supported (TSLT): a structural syllabus with tasks attached. Mislabelling costs marks in assessed lessons.
Distinctions
| Label | What it is | Key name |
|---|---|---|
| TBL | Lesson-level task cycle | Willis (1996): pre-task → task → planning → report → language focus |
| TBLT (strong) | A syllabus of target and pedagogic tasks from a needs analysis | Long |
| TSLT (weak) | Grammar syllabus + tasks for practice | Ellis (pre-, during-, post-task) |
Is it a task?
Meaning focus · a gap · learners choose their own language · a non-linguistic outcome (a decision, plan, solution). A gap-fill or scripted role-play drilling a structure is not a task.
Apply in my context (Claude)
- Prepare 2e lessons with a speaking task at the end are TSLT. Call them that in DELTA M2 lesson plans and background essays. Examiners will mark down “TBLT” claims for a PPP lesson with a final task.
Connections
Long’s TBLT as the alternative to coursebook PPP · Dogme and TBLT share a philosophy, not a methodology