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Abstract
Abstract: The importance of deciding on the most appropriate teaching style
cannot be overstated. The goal remains to enhance learners’ linguistic knowledge,
proficiency, and communication skills. Given that English is a global lingua franca,
there is a need for innovative, learner-centered, and even more personalized teaching
strategies that focus on more than the basics of grammar and rote memorization. For a
long time, and particularly in situations where reading and writing skills are dominant,
the Grammar-Translation Method (GTM) is still one of the most dominant approaches
used in English language classrooms. In such situations, the focus has been on the
translation of literary works, and the teaching of grammar, while the speaking and
listening components are left out. In contrast to this, Task-Based Learning (TBL)
focuses on real-world and real-life strategies in a more communicative approach that
encourages a learner-centered environment based on student interaction. This study
examines the merits, challenges, and overall effectiveness of the TBL and GTM
approaches in English language teaching.
References
References
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2. Larsen-Freeman D. Techniques and Principles in Language Teaching. Oxford
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3. Nunan D. Task-Based Language Teaching. Cambridge: Cambridge University
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4. Shintan N. Input-based Tasks in Foreign Language Instruction for Young Learners.
Amsterdam: John Benjamins Publishing. 2016— 5p.
5. Richards J. C., & Rodgers, T. S. Approaches and Methods in Language Teaching
(3rd ed.). Cambridge University Press. 2014— 6p.
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