TASK-BASED LANGUAGE TEACHING (TBLT): PROMOTING LANGUAGE LEARNING THROUGH REAL-WORLD TASKS

Authors

  • Mokhinbonu Mardonova Shukhrat qizi Teacher of Uzbekistan State Foreign Languages University

Keywords:

TBLT, language education, authentic tasks, real-world task, theoretical foundations, sociocultural theory, cognitive psychology, task design, task implementation, task sequencing, empirical evidence, language acquisition, communicative competence, pedagogical flexibility.

Abstract

Task-Based Language Teaching (TBLT) has emerged as a prominent approach in language education, emphasizing the use of authentic, real-world tasks to facilitate language learning. This article provides an overview of TBLT’s theoretical foundations, key components, empirical evidence, practical applications, challenges, and considerations. By exploring the principles and practices of TBLT, language educators can enhance their teaching strategies and optimize language learning outcomes for learners of all proficiency levels.

References

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Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56.

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Xin, C. (2017). The Empirical Application of Task-Based Language Teaching to English Speaking Classroom. 4th International Conference on Education, Language, Art and Inter-Cultural Communication. Advance In Social Science, Education and Humanities Research, Volume 142.

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Published

2024-10-17

Issue

Vol. 2 No. 10 (2024): EJPIEP

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

TASK-BASED LANGUAGE TEACHING (TBLT): PROMOTING LANGUAGE LEARNING THROUGH REAL-WORLD TASKS. (2024). European Journal of Pedagogical Initiatives and Educational Practices, 2(10), 108-112. https://europeanscience.org/index.php/4/article/view/945