This article provides a critical evaluation of task-based learning teaching (TBLT) in second language teaching leading into the creation of a lesson attempting to redress what the author sees as TBLT’s biggest challenges. The article first outlines the background and development of TBLT as a reaction against more traditional present-practice-produce (PPP) methods that prioritized language form over meaning and real-world relevance. The key characteristics of TBLT are then examined, including the primacy of meaning, solving communicative problems, using authentic language, and learner-centeredness. Debates around focused vs unfocused tasks, the role of grammar instruction, and authenticity of language are explored. The article then discusses two major practical challenges with implementing TBLT: 1) Its suitability for beginner learners who may lack the language resources for meaningful tasks, and 2) The frequent ineffectiveness of the report phase where students tune out during extended L2 listening. While acknowledging TBLT's strengths in promoting communicative competence, the article concludes that TBLT is not a perfect methodology but can be usefully combined with other approaches in a balanced way, especially for lower proficiency levels, and this is demonstrated with a lesson designed for CEFR A2 level learners. The article draws on key TBLT scholars such as Willis, Skehan, Ellis, Nunan, Long and Swan to present the arguments.
Eric LYNCH (Sun,) studied this question.