Before knowing the difference between TBLT and CLT; we need to clarify some basic knowledge about these two terms.
What is TBLT?
TBLT is an approach and its full form is Task-Based Language Teaching. TBLT is an approach that offers students opportunities to actively engage in communication in order to achieve a goal or complete a task. TBLT seeks to develop students’ interlanguage by providing a task and then using language to solve it.
What is CLT?
CLT is an approach and its full form is Communicative Language Teaching. CLT is the name that was given to a set of beliefs that included not only a re-examination of what aspects of language to teach but also a shift in emphasis on how to teach.
Relation between TBLT and CLT
|1. TBLT gives opportunities to experiment and try out Be tolerant to learners ‘ errors develop both fluency and accuracy||1. CLT gives opportunities to experiment and try out Be tolerant to learners ‘ errors develop both fluency and accuracy|
|2. TBLT is an approach||2. CLT is an approach|
|3. TBLT makes second language teaching and learning pace made reasonable for both learners with higher and lower aptitude.||3. CLT makes Second language teaching and learning pace made reasonable for both learners with higher and lower aptitude.|
|4. TBLT different skills Let students discover grammar rules||4. CLT different skills Let students discover grammar rules|
|5. In TBLT students get opportunity to express their ideas and opinions by task||5. CLT Give students the opportunity to express their ideas and opinions|
|6. In TBLT mistakes in the task are tolerated because they are seen as a natural outcome of the development of Task-Based Language Teaching.||6. In CLT Errors are tolerated because they are seen as a natural outcome of the development of communicative skills|
Difference between TBLT and CLT
Teaching a communicative language Traditional techniques of teaching second and foreign languages, such as the grammar-translation method, were replaced by communicative language teaching (CLT) and task-based language teaching (TBLT) when these approaches were introduced.
CLT and TBLT have gained in popularity and several countries, including Bangladesh, have advocated them as essential components of the curriculum. Researchers have found that CLT and TBLT are frequently not implemented as intended in Bangladesh classrooms, and they have identified a variety of obstacles and limits that instructors and teachers experience when adopting these approaches in many studies.
Various new tactics for integrating CLT and TBLT in private universities in Bangladesh classrooms have recently been implemented, including dealing with local elements and modifying CLT and TBLT to work with existing methods. Contextualization is critical when using CLT and TBLT, as seen by these adjustments.
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