Task-based teaching has a high profile within contemporary ELT, yet there are few analyses of the appropriateness of task-based approaches for school contexts. Despite its pedagogical benefits surrounding the participatory learning culture, Task-based language teaching (TBLT) has not yet been sufficiently researched or proven empirically in terms of its classroom practice in school foreign language learning contexts. This paper aims to find out the relationship between teachers' understanding of Task-based language teaching and their views on its implementation in Minab. To this end, 35 Iranian EFL teachers working at Minab high schools were selected randomly and a questionnaire was developed to find the relation. The results of the study showed that the relation was significant. This implies that the more teachers understand about TBLT, the more they have positive view on implementing TBLT approach in their classes.
کلید واژگان :Task-based language teaching, Communicative language teaching, English language teaching
ارزش ریالی : 300000 ریال
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