THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON PHONOLOGICAL COMPETENCE OF PRIMARY SCHOOL LEARNERS

Task-Based Language Teaching (TBLT) has gained significant attention as an effective approach for language instruction in diverse classroom settings. This study investigates the impact of TBLT on teaching the phonological competence of primary school learners, focusing on how tasks designed for communicative interaction contribute to the development and evaluation of students' pronunciation and phonological awareness. Through a mixed-method approach, the study analyzes data collected from a group of primary school students over a semester. The results demonstrate that TBLT, by engaging students in meaningful language use, leads to significant improvements in their phonological competence. The findings suggest that TBLT provides a more dynamic and authentic means of teaching phonological skills compared to traditional methods.