Critical Analysis of Task-Based Language Teaching (TBLT) in EFL Contexts

Jie Lan

doi:10.6918/IJOSSER.202508_8(8).0032

Authors

Jie Lan

DOI:

https://doi.org/10.6918/IJOSSER.202508_8(8).0032

Keywords:

Task-based Language Teaching; middle school English teaching; EFL Contexts.

Abstract

TBLT emerged in the 1980s and was introduced to China in the early 2000s. With numerous advantages, the introduction of TBLT has brought vitality to the single and rigid English teaching pattern in China. This essay focuses on analyzing the three TBLT strategies (task authenticity, task sequence and task-based assessment) and clarify their strengths and limitations. In addition, this essay discusses the challenges encountered by TBLT in EFL from three aspects (educational environment, teachers and students) and puts forward corresponding solutions. Moreover, this essay provides some TBLT designs for reference. It is hoped that the analysis of this essay will be helpful to the application of TBLT in middle school English teaching in China.

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References

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