THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
166
THE EFFECTIVENESS OF TBLT IN IMPROVING LANGUAGE
PROFICIENCY COMPARED TO TRADITONAL METHODS
Ug’iloy Xakimova
English teacher of department of Languages,
“Yangi Asr” university
E-mail: ogiloy0710@gmail.com
https://doi.org/10.5281/zenodo.14575094
Abstract.
Task-Based Language Teaching (TBLT) has emerged as an
innovative approach in language education, emphasizing the use of meaningful
tasks to promote language acquisition. This article reviews the effectiveness of
TBLT compared to traditional methods, increasingly cited by scholars as
superior in developing overall language proficiency. By examining various
studies and expert opinions, this paper seeks to provide a comprehensive
understanding of how TBLT benefits language learners.
Key words:
TBLT, input, output, real-life communication, form-focused,
meaning focused, pre-task, while-task, post task
Introduction
Language teaching methodologies have evolved significantly, with TBLT gaining
considerable attention. Unlike traditional methods, which often rely on rote
memorization and grammar-translation exercises, TBLT focuses on the practical
use of language. This article seeks to examine the effectiveness of TBLT in
improving language proficiency, supported by scientific scholars' opinions.
Effectiveness of TBLT in Methodology
1. Task Authenticity.
According to Guvendir (2020), TBLT is a method of
teaching a second language that focuses on engaging learners in real-life
communication through task completion. This particular approach is centered
on a task but also includes preliminary and follow-up stages before and after the
main task. Each task phase has its own aim through completing the tasks
students can enhance not only their speaking skills but also writing, listening,
and reading skills. Guvendir and Hardacre (2020) states that on pre-task stage
focusing on form gives a chance for students to think about the grammar and
vocabulary they will require before beginning the task. By utilizing that method
teacher can grab students’ attention to target forms and while performing the
main task it can be very essential to solve problems which related to forms.
Students can find each phase of the task enjoyable, low-stressful and also, they
can produce their input in real-world scenarios with imitating by their chosen
figure.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
167
2. Communicative Competence.
By focusing on practical tasks, TBLT
facilitates the development of communicative competence, enabling learners to
use language effectively and appropriately in various contexts. In output phase
students share their ideas and through individual or group work support their
preference by adding target form to their both written and oral speech. Teachers
who prompt students to pay attention to language structures during
communicative activities are more successful than those who never encourage
them to focus on form, or who only do so in isolated grammar lessons
(Lightbown, 2014). Moreover, through performance students can utilize new
vocabularies in a meaningful context. TBLT approach is appealed to today’s
students, according to Krashen (1985), learners acquire language in a single
manner, which is by receiving understandable in a relaxed setting.
3. Learner-Centered Approach.
TBLT is inherently learner-centered,
catering to individual learners' needs and promoting active participation and
self-directed learning.
Traditional language acquisition methods predominantly emphasize the
importance of grammar rules and extensive vocabulary lists. In traditional
method mostly form-focused that has its own advantages and used for a long
time by ESL teachers very effectively, however now young generation can’t
accept this kind of outdated approach all the time in learning process. These
approaches often result in passive learning, where students focus heavily on
memorizing linguistic structures and words without necessarily understanding
their practical use in real-life contexts. This memorization-centered approach
can inadvertently contribute to a learning environment where students might
excel in theoretical knowledge yet struggle with applying what they have
learned in everyday situations. Prabhu (1987) identifies that traditional
methods focus heavily on structure, which may hinder expressive language use.
Consequently, the lack of real-world applicability inherent in traditional
methods may lead to disengagement among learners, as they find the content
less relevant to their personal experiences or communicative needs. This gap
between theoretical knowledge and practical application highlights the
limitations of traditional methods in fostering active and meaningful language
learning.
Conclusion
TBLT proves to be a more effective approach in improving language proficiency
compared to traditional methods. It fosters a realistic and engaging learning
environment that motivates learners and enhances their ability to use language
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
168
practically. Continued research and adaptation of TBLT can lead to even more
effective language teaching strategies. Studies indicate that learners often show
improvement in practical language skills and confidence in using the language
when taught through TBLT. Traditional methods, while effective for
understanding linguistic structures, may not translate as effectively to real-
world language use.
In summary, TBLT provides an innovative framework that potentially surpasses
traditional teaching methods in enhancing practical language skills and learner
engagement. For further exploration, empirical research comparing specific
outcomes between these methodologies would be beneficial in drawing more
definitive conclusions.
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