The Impact of Task-Based Language Teaching on the Development of Learners’ Language Proficiency and Thinking Skills in L2 Classrooms

Xiaorui Huang
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Xiaorui Huang: Chongqing University of Education, China

English Literature and Language Review, 2017, vol. 3, issue 5, 46-52

Abstract: Task-Based Language Teaching, an analytic approach focusing on form, with a task-based syllabus starting with output and putting emphasis on learning outcomes, may have a positive impact on the development of learners’ language proficiency and thinking skills in L2 classrooms. By implementing a TBLT approach which is free from the limitation of synthetic approach focusing on forms and analytic approach focusing on meaning, L2 learners can benefit from its efficiency promoting both in communication competence and linguistic awareness. In addition to the advantage of TBLT approaches, a task-based syllabus, as one of the typical backward design, focusing on output or learning outcomes, are more effective in enhancing learners’ language proficiency than that in other syllabuses focusing on input or process. Moreover, learners’ thinking skills can be achieved in a task-based syllabus integrating language proficiency with thinking skill tasks.

Keywords: TBLT; Task-based syllabus; Language proficiency; Thinking skills. (search for similar items in EconPapers)
Date: 2017
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