Abstract
Since its emergence in the 1980s, task-based language teaching (TBLT) has been regarded as a language pedagogy that fosters genuine communication and has the capacity to cultivate learners’ communicative competence. Consequently, TBLT research has become a vibrant and evolving field with numerous researchers exploring its theoretical foundations and gathering empirical evidence to support or challenge its effectiveness as a language teaching approach (e.g., Ellis, 2017; Erlam, 2016). In his recent publication, Foundational Principles of Task-based Language Teaching, Martin East adeptly navigates through the theoretical bases, implementation and assessment of TBLT. By delving into the book, readers will embark on a journey of deepening their understanding of TBLT while gaining valuable insights that inform pedagogical decisions and advance research within this domain.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
