TASK-BASED LANGUAGE TEACHING: BRIDGING THEORY AND PRACTICE

Abstract

Task-Based Language Teaching (TBLT) represents a transformative approach in English Language Teaching that prioritizes meaningful communication through authentic, learner-centered tasks. Rooted in contemporary second language acquisition theories and communicative language teaching principles, TBLT shifts the classroom focus from explicit grammar instruction to the practical use of language to achieve specific outcomes. This chapter explores the theoretical foundations that underpin TBLT, emphasizing the critical role of interaction, negotiation of meaning, and learner engagement. It also critically examines common challenges faced by educators when implementing TBLT—such as rigid curricula, assessment pressures, and varying learner readiness—and proposes practical strategies to bridge the gap between theory and practice. Through detailed case studies and reflective examples, the chapter illustrates how TBLT can be effectively adapted to diverse teaching contexts, enhancing both language proficiency and learner motivation. The discussion concludes by advocating for ongoing professional development and systemic support to maximize the potential of TBLT in fostering communicative competence and learner autonomy.