Task-Based Language Teaching -A Powerful Approach for Maximizing Learning and Teaching in L2 Acquisition

Abstract

Language teaching is not just about teaching languages, it is also about helping students to develop themselves as people. Task-based language teaching (TBLT) proposes the use of tasks as a central component in the language classroom because they provide better contexts for activating learner acquisition processes and promoting second language learning. Task-based Language Teaching (TBLT), also called Task-based Instruction (TBI), is a famous and mostly researched area in the field of language pedagogy and second language acquisition since 1980s. The concept of TBLT was first introduced by Prabhu (1987) in his Banglore Project in which he focused on communication, not on explicit grammar teaching, by engaging learners in doing ‘task’. Task-Based language teaching has attracted the attention of second language learning which was coined and later developed by second language researchers and educators in reaction to other teacher-dominated, form-oriented methods. This article focuses on the need of task-based approach in classrooms and the advantages of task-based instruction. It also deals with the types of tasks and its frame work.