Abstract
Several approaches to second language teaching have been proposed since the 19th century. Despite these changes in the landscape of second language teaching task-based language teaching (TBLT) remains to be prevailing approach in language classrooms. However, many English language teachers lack full awareness on what TBLT is and how it can be efficiently implemented in their respective classrooms particularly in Asian classrooms using the most current language teaching and learning principles. This paper, therefore, sought to provide insights on implementing TBLT in ESL classrooms from the sociocognitive-transformative lens. The first section of the paper provides practitioners (textbook writers, teacher, curriculum developers) extensive insights on the principles underpinning TBLT and how these principles can be put into practice in language classrooms. It also presents how various language teaching theories, principles, and approaches can be integrated in teaching grammar using TBLT. The second section briefly discusses the sociocognitive-transformative approach and how TBLT can be implemented using such an approach with the aim to address the challenges and issues confronted by teachers when using TBLT. Some implications for classroom practices and research are discussed.
Published Version
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