TASK-BASED LANGUAGE TEACHING: THEORY AND PRACTICE

Abstract

Task-Based Language Teaching (TBLT) stands as a prominent approach in language education, emphasizing practical application over traditional rote learning. This pedagogical method centers around the execution of meaningful tasks to enhance language acquisition. In this article, we delve into the theory behind Task-Based Language Teaching, explore its practical implications, and examine its effectiveness in fostering communicative competence in second language learning.

Keywords: Task-Based Language Teaching, Language Acquisition, Communicative Competence, Second Language Learning