THEORETICAL FOUNDATIONS OF TASK-BASED LEARNING AND ITS PEDAGOGICAL POTENTIAL IN ENGLISH LANGUAGE EDUCATION
Keywords:
Task-Based Learning, Task-Based Language Teaching, pedagogical task, communicative competence, English language teaching, second language acquisition, task cycle, learner autonomy, interaction, focus on form, language skills, communicative competence.Abstract
Task-Based Learning (TBL), widely discussed within the broader framework of Task-Based Language Teaching (TBLT), represents a major development in communicative language pedagogy. Rather than organizing instruction primarily around the sequential presentation and practice of predetermined grammatical structures, task-based approaches place meaningful language use and purposeful task completion at the centre of the learning process. This article examines the theoretical foundations of Task-Based Learning and analyzes its methodological potential for English language education. Particular attention is given to the concept of the pedagogical task, communicative competence, second language acquisition, interaction, cognitive processing, learner autonomy, and the role of meaning-focused communication. The article discusses major theoretical contributions of Michael Long, Rod Ellis, Peter Skehan, Jane Willis, David Nunan, and other scholars to the development of task-based pedagogy.
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