Task-based language teaching for developing communicative competence in monologic and dialogic contexts

This article explores the application of Task-Based Language Teaching (TBLT) as a framework for fostering communicative competence in foreign language learners, specifically focusing on the development of both monologic and dialogic speaking skills. The study examines the theoretical underpinnings of TBLT, analyzes its practical implementation in diverse learning contexts, and discusses the impact of task design and learner engagement on oral proficiency. The article further investigates the role of feedback, error correction, and assessment in maximizing the effectiveness of TBLT for developing fluency, accuracy, and appropriateness in both planned and spontaneous communication. Finally, it proposes strategies for integrating authentic materials and real-world tasks to enhance learner motivation and prepare them for effective communication beyond the classroom.