Task-Based Language Teaching In Higher Education: A Pedagogical Framework For Enhancing Communicative Competence

Abstract

Task-Based Language Teaching (TBLT) has become one of the most influential approaches in second-language pedagogy. Emerging from the broader framework of communicative language teaching, TBLT emphasizes meaningful communication and the completion of real-world tasks as the central mechanism for language learning. Rather than focusing primarily on grammatical forms, the approach encourages learners to use language for authentic purposes. The paper examines the theoretical foundations, principles, and practical implementation of ‘Task-Based Language Teaching’ in higher education. It discusses the role of tasks in language acquisition, the framework of task-based instruction, and the responsibilities of teachers and learners within this pedagogical model. The paper also analyzes the advantages of TBLT, including improved communicative competence, learner autonomy, and interactive learning environments. At the same time, it explores challenges faced by educators in implementing task-based instruction in university settings, such as large class sizes, assessment constraints, and limited teacher training. The study concludes that despite these challenges, TBLT remains a highly effective learner-centered approach for developing communicative competence and academic language proficiency among university students.