FROM THEORY TO PRACTICE: UNLOCKING COMMUNICATIVE COMPETENCE THROUGH TASK-BASED LANGUAGE TEACHING IN DIVERSE CLASSROOMS
Keywords:
Keywords: Task-Based Language Teaching, communicative competence, diverse classrooms, methodology, language acquisitionAbstract
Abstract: This article explores the implementation of Task-Based Language Teaching (TBLT) as a methodology for enhancing communicative competence in diverse classrooms. It identifies key methodological aspects that facilitate effective language acquisition and engagement among learners from various backgrounds. The study employs a qualitative approach, analyzing existing literature and classroom practices to highlight the benefits and challenges of TBLT. Results indicate that TBLT significantly improves learners' communicative skills, fosters collaboration, and promotes an inclusive learning environment. The findings suggest that while TBLT presents challenges in diverse settings, its potential to enhance language learning makes it a valuable approach in contemporary education.
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