The Evolution and Effectiveness of Task-based Language Teaching: A Comprehensive Literature Review

Qian Zou

doi:10.54691/whn2m984

Authors

Qian Zou

DOI:

https://doi.org/10.54691/whn2m984

Keywords:

Task-based Language Teaching (TBLT); Language Education; Literature Review.

Abstract

This literature review systematically examines Task-based Language Teaching (TBLT) as a transformative pedagogical approach in modern language education. Tracing its theoretical roots in Interactive Hypothesis and Schema Theory, the analysis highlights TBLT’s efficacy in developing both linguistic accuracy and communicative fluency through authentic, task-driven learning. Empirical evidence demonstrates significant improvements in learners’ oral proficiency, grammatical competence, and vocabulary acquisition, alongside enhanced cognitive and affective outcomes. While acknowledging implementation challenges—particularly in teacher training and culturally diverse contexts—the review identifies innovative strategies combining technological integration with adaptive methodologies. The synthesis underscores TBLT’s unique capacity to reconcile theoretical principles with classroom practice, offering actionable insights for educators seeking to balance communicative goals with structural language development.

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References

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