The objective of TBL (Task-based Learning) is to incorporate student experience and reality into learning through either simulation or situation based tasks. The well regarded theorist, Michael Long, defines a task as '... a piece of work undertaken for oneself or for others, freely or for some reward...by "task" is meant the hundred and one things people do in everyday life.' Although numerous types of task-based learning exist, one technique currently favored in teaching ESL (English as a Second Language), is "information-gap." Completing this task requires students to exchange information. Following is an information-gap task game provided by David Nunan, a world renowned linguist: Students are given a table showing when their friends are free and when they are busy. Their task is to ask questions so they can determine when their friends are free to go see a movie. Students initiate interchanges such as the following: "Is Karen free Sunday afternoon?" "No, she's going shopping."
In 1993, Dr. Howard Gardner, a psychologist and professor of neuroscience from Harvard University, identified nine different intelligences that an individual exhibits while learning to develop the Multiple Intelligence Theory (MIT). This theory encourages educational professionals to employ a variety of teaching tasks to enhance learning for multiple types of intelligence. The nine intelligences of MIT are as follows: Linguistic Intelligence, Logical/Mathematical Intelligence, Musical Rhythmic Intelligence, Bodily/Kinesthetic Intelligence, Spatial Intelligence, Naturalist Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence and Existential Intelligence. Following is an example how MIT can be used for learning in language games/activities to enhance vocabulary (provided by Sara Davila, Curriculum Developer at Kyungbook National): After completing a family portrait with a group based on teacher presented materials students may choose to create either a personal family tree story book with pictures (intrapersonal, visual, verbal), a song or chant about their own family (musical), or a role play with a partner talking about the people in their family (bodily kinesthic, verbal, interpersonal).
CLT (Communication Learning Theory) is similar to Task-based Learning; however, CLT explicitly emphasizes the sociocultural aspects of language learning, whereas TBLT focuses not only on teaching grammatical structures but also on mobilizing grammatical competence. Developing communicative learning framework in the classroom entails identifying the learner's communicative needs through studying multiple aspects including: linguistics, psychology, philosophy and sociology. The primary elements guiding CLT are information sharing, negotiation of meaning and interaction. CLT through the use of simulation and gaming techniques is an effective way to enhance the student vocabulary. Games and simulation support communicative learning objectives through eliciting interaction between speakers to enhance the comprehension of new terms and phrases.
The fundamental premise of Paivio's Dual coding theory is that information is mentally represented either in a verbal system or a nonverbal system or both. Research strongly supports the use of visual images for superior language comprehension and retention. Paivio's Dual Coding theory has played a critical role in useful for designing games for multimedia language learning. For foreign language learners, video games offer a way to learn and practice in an environment that is more relaxed and less stressful.