AN INVESTIGATION INTO TASK-BASED LANGUAGE INSTRUCTION: FROM THEORY TO APPLICATION

This paper aims to present Task-based Language Teaching (TBLT),implement TBLT in English classes, and establish a genuine goal for language usewhile offering a natural setting for language learning. Tasks appear to be classroomactivities designed to produce pragmatic language use when taking into account theTBLT tenets (authentic, learner-centered, employing language, deliberate, andinteractive). Because they offer a context that stimulates learning processes andencourages L2 acquisition, tasks are a key part of TBLT in language schools. It'scritical to keep in mind that TBLT is an approach rather than a method. It is assumedthat the instructor values each student as an individual and is motivated to see themsucceed. Additionally, it recognizes that learning is more influenced by students'ideas, motivation, attitudes toward learning, language anxiety, and chosen learningstyles than by sources or methods. As a result, we must consider these in theclassroom and utilize the opportunity that TBLT provides teachers to foster alearning environment that prioritizes students.