TASK-BASED LANGUAGE TEACHING: EFFECTIVENESS IN DEVELOPING SPEAKING SKILLS AMONG UNIVERSITY STUDENTS

Nafasov Odil Yusufovich

TASK-BASED LANGUAGE TEACHING: EFFECTIVENESS IN DEVELOPING SPEAKING SKILLS AMONG UNIVERSITY STUDENTS

Authors

Nafasov Odil Yusufovich SamDCHTI Ingliz I fakulteti 2-bosqich magistranti odilnafasov408@gmail.com

Keywords:

One such method, Task-Based Language Teaching (TBLT), has gained significant traction among language educators for its emphasis on real-world language use and its potential to develop communicative competence, especially in speaking. Unlike form-focused instruction, TBLT places meaningful communication at the center of the learning process, encouraging students to engage in authentic, task-driven interaction.

Abstract

In recent decades, the focus of language instruction has increasingly shifted from traditional grammar-translation methods toward more communicative, learner-centered approaches.

References

Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.

Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.

Willis, J., & Willis, D. (2007). Doing Task-Based Teaching. Oxford University Press.

Samuda, V., & Bygate, M. (2008). Tasks in Second Language Learning. Palgrave Macmillan.

Ahangari, S., & Abdi, M. (2011). “The Effect of Task-Based Approach on EFL Learners' Speaking Skill.” ELT Journal, 65(4), 439–445.

TASK-BASED LANGUAGE TEACHING: EFFECTIVENESS IN DEVELOPING SPEAKING SKILLS AMONG UNIVERSITY STUDENTS