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Abdullayeva Shahzoda Narzillayevna


During the 1980s, a novel pedagogical approach known as Task-based Language Teaching gained prominence within Western education. This methodology is characterized by its pragmatic application, emphasizing the integration of specific communication and language-oriented tasks throughout the instructional process. Distinguished by its clear content and operational simplicity, Task-based Language Teaching has garnered widespread popularity within contemporary educational spheres. This review paper critically examines and consolidates the definitions and classifications of tasks inherent in Task-based Language Teaching, drawing insights from various scholarly perspectives and previous research on the subject. Additionally, the article outlines two implementation models proposed by Willis and Ellis for the execution of Task-based Language Teaching.

Furthermore, the paper underscores the practical efficacy of Task-based Language Teaching by citing the empirical studies of three forerunners in the field, exemplifying its application in authentic English classrooms. In elucidating the method's strengths and weaknesses, the article delves into an analysis of the advantages and disadvantages associated with Task-based Language Teaching. It concludes by providing recommendations on how educators can adeptly design tasks to mitigate potential drawbacks and enhance teaching efficiency when employing this pedagogical approach.

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Abdullayeva , S. . (2024). A REVIEW OF STUDIES ON TASK-BASED LANGUAGE TEACHING. Евразийский журнал предпринимательства и педагогики, 2(2), 13–18. извлечено от https://www.in-academy.uz/index.php/ejep/article/view/29592