DOI: https://doi.org/10.36719/2706-6185/59/128-131
Roya Zeynalova
Nakhchivan State University
https://orcid.org/0009-0004-8712-7975
roya.q90@gmail.com
Task-Based Language Teaching and Its Effectiveness:
A Theoretical Review
Abstract
This article examines Task-Based Language Teaching (TBLT) from a theoretical perspective and discusses how its effectiveness has been explained in language education literature. The study is not empirical; rather, it aims to synthesize the historical development, conceptual foundations, major principles, strengths, and limitations of TBLT in a systematic way. Particular attention is given to the concept of task, the relationship between TBLT and second language acquisition theory, and the claim that meaning-focused activity can support language learning more effectively than instruction based only on isolated forms. The article also reviews major criticisms of the approach, especially those related to examination-oriented systems, teacher preparedness, large classes, and curricular constraints. The discussion shows that TBLT remains one of the most influential approaches in modern language teaching. However, its success is not automatic; its effectiveness depends on task quality, teacher expertise, and principled adaptation to the realities of a particular educational context. The article concludes that TBLT remains theoretically strong, but context matters.
Keywords: Task-based language teaching, second language acquisition, task, communicative approach, effectiveness