Abstract This research paper aims to explore two distinct yet interrelated areas of study: language acquisition theories and methods of teaching foreign languages
Task-Based Language Teaching (TBLT)
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| 2. Task-Based Language Teaching (TBLT)
Overview of TBLT Task-Based Language Teaching (TBLT) is an approach that centers on the use of meaningful tasks as the primary unit of instruction. TBLT aims to develop learners' language skills by engaging them in purposeful and authentic tasks that require the use of the target language to achieve specific goals. In TBLT, tasks are designed to replicate real-life language use and provide learners with opportunities to practice language in context. Task design involves selecting tasks that are relevant to learners' needs and interests, incorporate authentic language use, and align with specific language learning objectives. Tasks can range from information-gap activities to problem-solving tasks or role-plays. Task sequencing is crucial in TBLT. Tasks can be sequenced from simpler to more complex, gradually increasing the linguistic and cognitive demands on learners. Sequencing also takes into account the learners' proficiency levels and scaffolds their progression towards higher levels of language proficiency. TBLT emphasizes the importance of providing learners with meaningful input, which exposes them to authentic language use and supports their language development. The input can be in the form of written texts, audiovisual materials, or interactions with native or proficient speakers of the target language. Feedback in TBLT is primarily focused on learners' task performance and the language they produce during task completion. Feedback can be provided by teachers, peers, or through self-assessment. It aims to highlight areas of improvement, provide linguistic and communicative support, and promote learners' reflection on their language use. Effectiveness and Criticisms TBLT has been found to have several positive effects on language learning. It enhances learners' communicative competence, promotes their motivation and engagement, and develops their ability to use language in real-life situations. TBLT has also been shown to facilitate the acquisition of both grammatical and pragmatic aspects of language. However, some criticisms of TBLT include concerns about neglecting explicit grammar instruction, the challenge of assessing language proficiency based on task performance, and potential difficulties in implementing TBLT in large classes with limited time constraints. Despite these criticisms, TBLT offers valuable opportunities for learners to develop their language skills through authentic and meaningful tasks. It provides a learner-centered and communicative approach that can be adapted and tailored to different contexts and learner needs. Language educators can integrate TBLT principles and techniques into their instructional practices to foster meaningful language learning experiences. Download 155.5 Kb. Share with your friends:
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