Keywords: language learning, situated language learning, task-based learning, technological self-efficacy


Based on empirical research, TBLT adopts meaning-based, communicative tasks as the central unit for defining language learning needs, determining curriculum goals, designing activity in the (language) classroom, and assessing language competencies.

The tasks-based on written texts and oral recordings offer students a model for the natural acquisition of the language. The targeting component of English language or treatment of grammatical structures enables them to examine and systematize their knowledge of the structure of the English language. The references and techniques used in this article from a pedagogical corpus of data to be used in other fields offer a familiar and authentic context for the teaching of grammar and other elements of language. Teaching the English language from the perspective of task-based and situated language learning requires the development of teaching techniques and strategies.

This paper will shed light on the various teaching strategies required to teach English as a second language, teaching with respect to the task-based phenomenon. Purpose of the Study Teaching or learning a foreign language is not simple processes; language teachers often find it challenging to pass on language skills to the learners. As a result, language teachers have developed various techniques and patterns of teaching in order to impart these skills more effectively to their students. In this respect, there are two techniques that have proven to be quite efficient in language teaching and learning; task-based learning and situated learning methods. Hassan (2014) notes that numerous scholars have established these two techniques as most efficient in imparting language skills. This study, therefore, seeks to connect and explain the specific impact that task-based and situated learning can have on second language teaching and learning. The research explores the benefits that can be drawn from using these methods and validates the argument that these two methods are most efficient in language teaching.

Despite the focus on communicative abilities and getting students interacting, many teachers and course materials supposedly using the task-based approach still find it difficult to get away from a form-focused methodology. There is still a residual belief that language is ultimately the sum of its parts, and that if our students master the individual parts, they’d be able to effectively and fluently take part in an interaction. Many course books and course syllabi still follow a grammar syllabus, with the communicative tasks wrapped around the practice of a certain form or set of lexis.

So in an attempt to ensure a focus is on meaning, along comes task-based Learning, with added emphasis on the task that students are given, rather than the language needed to accomplish it. Unlike grammar gap-fills and vocabulary matching exercises, these tasks in question have a non-linguistic outcome and sometimes require the students to draw on their real world knowledge to complete. Tasks could range from sharing opinions about popular television programmes or engaging in a debate about gender equality to fact-finding missions about another culture to making a short film or designing a class newsletter.

Author Biography

K.M. Pererva, Аcademician V. Lazaryan Dnipro National University of Railway Transport

Senior Lecturer



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How to Cite
Pererva, K. (2019). USING THE TASK-BASED APPROACH IN THE STUDY OF A FOREIGN LANGUAGE. Linguistics. Lingvoculturology, 13, 250-260. Retrieved from