ABSTRACT
Across the world, there is now widely held agreement that the fundamental goal of teaching and learning in languages programmes should be to help students to develop their communicative competence in the target language. Task-Based Language Teaching (TBLT) has been growing in momentum since the 1980s as part of communicative agenda, and has caught attention of a wide array of people working in a wide variety of settings. The perception of TBLT as an innovation to be questioned lies in its essentially learner-centred and experiential pedagogical approach, which stands in contrast to more traditional approaches to language pedagogy. The student-focused methods advocated by TBLT enthusiasts can often appear to clash with received wisdom that suggests that the teacher should remain in charge of what happens in the classroom. In the strong communicative language teaching classroom, emphasis was placed solely on communication, and overt attention to formal aspects of the language was negated, based on principles of immersion in target language.
