ABSTRACT
Challenges for Task-Based Language Teaching (TBLT) arise from its learner-centred and experiential contrasts to more tried and tested or teacher-led pedagogical approaches, alongside misunderstandings about exactly what TBLT is or can be in instructed contexts. TBLT is in fact a broad and flexible phenomenon that allows for considerable variety in what both teachers and students do in language classrooms. Lightbown and Spada provided a cogent perspective: educators who are hoping that language acquisition theories will give them insight into language teaching practice are often frustrated by the lack of agreement among the “experts”. Even where a level of agreement exists with regard to research findings, Mitchell et al. noted that the instructed second language acquisition research “is not identical with problem-solving and development in classroom language pedagogy, and does not ensure a shared agenda between the teachers and the researchers”.
