This study aimed to investigate the relative effectiveness of consciousness-raising tasks and structure-based production tasks in comparison with the traditional teaching in learning comparative and superlative forms, following a task-based approach to teaching English grammar. To this end, from among 82 female elementary-level high school students having taken a Solutions Placement Test (2010)...

This study aimed to investigate the relative effectiveness of consciousness-raising tasks and structure-based production tasks in comparison with the traditional teaching in learning comparative and superlative forms, following a task-based approach to teaching English grammar. To this end, from among 82 female elementary-level high school students having taken a Solutions Placement Test (2010)...

this paper examines the theoretical rationales and practical aspects of task-based language teaching (tblt) with particular reference to research findings in efl/esl contexts. the definitional scope of the term ‘task’, polarizations in terms of task vs. non-task, and its relation to different language teaching approaches have engendered conceptual and methodological ambiguities.  moreover, fact...

Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy...

The Task-Based Approach (TBA) has gained popularity in the field of language teaching since the last decade of the 20fh Century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. Nevertheless experimental research is poor, and the tendency of some of the scholars is nowadays shifting towards a more tempered and moderate stand on thei...

one of the major criticisms leveled at task-based language teaching (tblt), despite its countless merits, is developing fluency at the cost of accuracy. the post-task stage affords a number of options to counteract this downside through task repetition and task recycling. these two options are considered to positively affect learners' oral performance in terms of fluency, accuracy, and complexi...

This paper begins by offering a definition of ‘task’ and by emphasizing that there is no single ‘task-based teaching’ approach. It then evaluates a number of criticisms of TBT, drawing on recent critiques by Widdowson, Seedhouse, Sheen, and Swan. It is argued that many of these criticisms stem from a fundamental misunderstanding of what a ‘task’ is, and of the theoretical rationales that inform...