Task Based Language Teaching (TBLT) as an innovative approach is the development of Communicative Language Teaching (CLT). It has linguistic, philosophical and pedagogical bases, as well; however, its theories of learning are more fundamental than those of language. TBLT focuses on language itself, language acquisition and language performance, simultaneously. It is learner centered and promotes learners’ confidence and enthusiasm. Tasks are of paramount importance since they facilitate learning and teaching activities. Even novice teachers who can engage learners in commu-nication can handle such a class. The teacher is expected to be open minded and creative. Pair work, group work and teacher tailored tasks are done in classes. TBLT has all the four major skills within its domain and language is used in order to be learnt. Such being the case, it trains autonomous learners who can use English outside the classroom in real life circumstances. Learners are involved in classroom assessments and negotiation of meaning which increase teachers’ and learners’ awareness of learning and test taking strategies, respectively.
| Published in |
International Journal of Language and Linguistics (Volume 2, Issue 5-1)
This article belongs to the Special Issue Teaching English as a Foreign/Second Language |
| DOI | 10.11648/j.ijll.s.2014020501.11 |
| Page(s) | 1-11 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Task, Communication, Autonomous Learners, Negotiation of Meaning, Pre-task Phase, Task Phase, Post-task Phase
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APA Style
Fatemeh Ahmadniay Motlagh, Alireza Sharif Jafari, Zohreh Yazdani. (2014). A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice. International Journal of Language and Linguistics, 2(5-1), 1-11. https://doi.org/10.11648/j.ijll.s.2014020501.11
ACS Style
Fatemeh Ahmadniay Motlagh; Alireza Sharif Jafari; Zohreh Yazdani. A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice. Int. J. Lang. Linguist. 2014, 2(5-1), 1-11. doi: 10.11648/j.ijll.s.2014020501.11
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Download@article{10.11648/j.ijll.s.2014020501.11,
author = {Fatemeh Ahmadniay Motlagh and Alireza Sharif Jafari and Zohreh Yazdani},
title = {A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice},
journal = {International Journal of Language and Linguistics},
volume = {2},
number = {5-1},
pages = {1-11},
doi = {10.11648/j.ijll.s.2014020501.11},
url = {https://doi.org/10.11648/j.ijll.s.2014020501.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.s.2014020501.11},
abstract = {Task Based Language Teaching (TBLT) as an innovative approach is the development of Communicative Language Teaching (CLT). It has linguistic, philosophical and pedagogical bases, as well; however, its theories of learning are more fundamental than those of language. TBLT focuses on language itself, language acquisition and language performance, simultaneously. It is learner centered and promotes learners’ confidence and enthusiasm. Tasks are of paramount importance since they facilitate learning and teaching activities. Even novice teachers who can engage learners in commu-nication can handle such a class. The teacher is expected to be open minded and creative. Pair work, group work and teacher tailored tasks are done in classes. TBLT has all the four major skills within its domain and language is used in order to be learnt. Such being the case, it trains autonomous learners who can use English outside the classroom in real life circumstances. Learners are involved in classroom assessments and negotiation of meaning which increase teachers’ and learners’ awareness of learning and test taking strategies, respectively.},
year = {2014}
}
TY - JOUR T1 - A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice AU - Fatemeh Ahmadniay Motlagh AU - Alireza Sharif Jafari AU - Zohreh Yazdani Y1 - 2014/08/24 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.s.2014020501.11 DO - 10.11648/j.ijll.s.2014020501.11 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 1 EP - 11 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.s.2014020501.11 AB - Task Based Language Teaching (TBLT) as an innovative approach is the development of Communicative Language Teaching (CLT). It has linguistic, philosophical and pedagogical bases, as well; however, its theories of learning are more fundamental than those of language. TBLT focuses on language itself, language acquisition and language performance, simultaneously. It is learner centered and promotes learners’ confidence and enthusiasm. Tasks are of paramount importance since they facilitate learning and teaching activities. Even novice teachers who can engage learners in commu-nication can handle such a class. The teacher is expected to be open minded and creative. Pair work, group work and teacher tailored tasks are done in classes. TBLT has all the four major skills within its domain and language is used in order to be learnt. Such being the case, it trains autonomous learners who can use English outside the classroom in real life circumstances. Learners are involved in classroom assessments and negotiation of meaning which increase teachers’ and learners’ awareness of learning and test taking strategies, respectively. VL - 2 IS - 5-1 ER -
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