A STUDY ON TASK-BASED LANGUAGE TEACHING: FROM THEORY TO PRACTICE

Abstract

Abstract: The aim of this paper is to introduce Task-based Language Teaching
(TBLT), to carry out the method of TBLT in English classes and to create a real purpose
for language use and provide a natural context for language study. Considering the
principles of TBLT (i.e., authentic, learner-centered, using language, intentional and
interactive), it seems tasks as classroom undertakings that are intended to result in
pragmatic language use. Tasks are a central component of TBLT in language
classrooms because they provide a context that activates learning processes and
promotes L2 learning. It is important to remember that TBLT is an approach rather
than a method. It assumes that the teacher respects the students as individuals and wants
them to succeed. It also acknowledges that motivation, attitudes to learning, students’
beliefs, language anxiety and preferred learning styles, have more effect on learning
than materials or methods. We therefore need to take these into account in classrooms,
taking advantage of the opportunity TBLT gives teachers to promote a student-centered
learning environment. Teacher-centered controls, threats, rewards and restrictions are
not an effective means of stimulating learning, since no-one can be forced to learn. If
we can instead stimulate a need to learn, and a desire to learn, based on unconditional
respect and mutual trust, learning will take place in an enjoyable and facilitative way.