TASK-BASED LANGUAGE TEACHING IN THE ESL CLASSROOM: A PEDAGOGICAL PERSPECTIVE
Keywords:
Keywords: Task-Based Language Teaching, ESL, language acquisition, communicative approach, learner autonomy, language pedagogy, task design, second language learning.Abstract
Abstract: Task-Based Language Teaching (TBLT) has emerged as an
influential approach in English as a Second Language (ESL) classrooms, emphasizing
the use of meaningful tasks to promote communication and language acquisition. This
article explores the pedagogical foundations of TBLT and its practical application in
ESL contexts. It analyzes how task design, sequencing, and assessment contribute to
learner engagement and fluency development. The study also discusses challenges
faced by educators, including task complexity, classroom management, and learner
readiness. Findings suggest that TBLT fosters authentic language use and learner
autonomy, but its effectiveness depends on strategic planning and teacher expertise.
References
References
1. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford
University Press.
2. Willis, J., & Willis, D. (2007). Doing Task-Based Teaching. Oxford University
Press.
3. Nunan, D. (2004). Task-Based Language Teaching. Cambridge University
Press.
4. Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford
University Press.
5. Long, M. H. (2015). Second Language Acquisition and Task-Based Language
Teaching. Wiley-Blackwell.
