AN INVESTIGATION INTO TASK-BASED LANGUAGE INSTRUCTION: FROM THEORY TO APPLICATION

Abstract

This paper aims to present Task-based Language Teaching (TBLT),
implement TBLT in English classes, and establish a genuine goal for language use
while offering a natural setting for language learning. Tasks appear to be classroom
activities designed to produce pragmatic language use when taking into account the
TBLT tenets (authentic, learner-centered, employing language, deliberate, and
interactive). Because they offer a context that stimulates learning processes and
encourages L2 acquisition, tasks are a key part of TBLT in language schools. It's
critical to keep in mind that TBLT is an approach rather than a method. It is assumed
that the instructor values each student as an individual and is motivated to see them
succeed. Additionally, it recognizes that learning is more influenced by students'
ideas, motivation, attitudes toward learning, language anxiety, and chosen learning
styles than by sources or methods. As a result, we must consider these in the
classroom and utilize the opportunity that TBLT provides teachers to foster a
learning environment that prioritizes students.