The Significance Of Task-Based Language Teaching Towards The Improvement Of Communicative Language Teaching
The aim of the study is to shed light on the importance of teaching pragmatic competence by means of Task- Based Language Teaching (TBLT) to foreign Language (FL) learners and teacher candidates. After the emergence of Communicative Language Teaching (CLT) in 1980s, today, at least in the last three decades, people in the field are in search of improving the shortcomings of CLT. Though a number of methods have been introduced on overcoming the limitations of CLT; such as Desuggestopedia, Total Physical Response, Silent Way and many others, they all serve to complement a very small area of the gap attributed to CLT. On the other hand, TBLT, introduced to language teaching market by Prabhu, embraces quite a large area that CLT has left behind. From this point of view, this study also focuses on the ways through which TBLT overcomes the shortcomings of (CLT). People in the field propose how TBLT scaffolds language learning through real life tasks and establishes form and function relationships. The tasks not only trigger language learners’ creativity but also bring forth enjoyable, communicative and functional classroom settings. Pragmatic competence covers appropriate language use in different circumstances. Therefore, TBLT addresses the needs of language learners in terms of meaningful language use in communicative understanding. This study puts emphasis on how to teach pragmatic competence to FL learners and FL teacher candidates through rapidly spreading field of “the teaching of pragmatic competence”.
Index Terms- Communicative Competence, Language Teaching, Language Learning, Pragmatic Competence Teaching Pragmatic Competence