Abstract
Task-based language teaching is not new. Prabhu1 used a task-based approach with secondary school classes in Bangalore, India, on his Communicational Teaching Project, beginning in 1979. American Government Language Institutions switched to task-based instruction (TBI) for foreign languages for adults in the early 1980s.2 Some of the teachers writing for this book have been using task-based learning (TBL) for many years and all are convinced of its value. Other teachers and institutions are following suit. So why are people making this change to TBL?
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