Abstract
The purpose of this article is to evaluate the applicability of task-based language teaching (TBLT) to state secondary foreign language classes. After discussion of method in general, TBLT is defined and its particularities described. Tasks are assessed as the basis for syllabus and then as the basis for method. In both cases, the proposals are outlined, their rationales summarised and they are evaluated. The evaluations show many potential limitations of TBLT, especially when it comes to the sources of new language and the maintenance of accuracy. Some of the previous discusion, some aspects of language learning and teaching relevant to TBLT are covered in an extensive section on research findings. Given the limitation of TBLT, an alternative perspective is outlined. A crucial factor in methodological decision-making in FL teaching must be proficiency level.
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.
