A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice
International Journal of Language and Linguistics
Volume 2, Issue 5-1, October 2014, Pages: 1-11
Received: Jul. 31, 2014; Accepted: Aug. 9, 2014; Published: Aug. 24, 2014
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Fatemeh Ahmadniay Motlagh, Faculty of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
Alireza Sharif Jafari, Faculty of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
Zohreh Yazdani, Faculty of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
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Task Based Language Teaching (TBLT) as an innovative approach is the development of Communicative Language Teaching (CLT). It has linguistic, philosophical and pedagogical bases, as well; however, its theories of learning are more fundamental than those of language. TBLT focuses on language itself, language acquisition and language performance, simultaneously. It is learner centered and promotes learners’ confidence and enthusiasm. Tasks are of paramount importance since they facilitate learning and teaching activities. Even novice teachers who can engage learners in commu-nication can handle such a class. The teacher is expected to be open minded and creative. Pair work, group work and teacher tailored tasks are done in classes. TBLT has all the four major skills within its domain and language is used in order to be learnt. Such being the case, it trains autonomous learners who can use English outside the classroom in real life circumstances. Learners are involved in classroom assessments and negotiation of meaning which increase teachers’ and learners’ awareness of learning and test taking strategies, respectively.
Task, Communication, Autonomous Learners, Negotiation of Meaning, Pre-task Phase, Task Phase, Post-task Phase
To cite this article
Fatemeh Ahmadniay Motlagh, Alireza Sharif Jafari, Zohreh Yazdani, A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice, International Journal of Language and Linguistics. Special Issue: Teaching English as a Foreign/Second Language. Vol. 2, No. 5-1, 2014, pp. 1-11. doi: 10.11648/j.ijll.s.2014020501.11
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