Integrating Communicative and Task-Based Approaches in English Language Teaching Within a Learner-Centered Framework
DOI:
https://doi.org/10.5281/zenodo.18228543Ключевые слова:
communicative language teaching, task-based language teaching, learner-centered learning, content-based instruction, CLIL, cooperative learning, post-method pedagogy.Аннотация
This article explores how Communicative Language Teaching (CLT) and Task-Based Language Teaching
(TBLT) can be used within a learner-centered classroom. Drawing on TESOL research, it examines how English language
teaching has moved away from fixed, method-based approaches toward more flexible and context-sensitive pedagogy.
The article emphasizes that no single teaching method works equally well in all classroom contexts. The review indicates
that CLT helps students develop communicative competence by encouraging interaction and meaning-focused communication.
TBLT supports this goal by organizing lessons around tasks with clear purposes and real-world outcomes. The
article also explores how Content-Based Instruction (CBI) and CLIL improve student engagement by teaching language
through meaningful subject content. In addition, cooperative learning is shown to enhance motivation and interaction by
promoting structured group work and peer collaboration. Overall, the study argues that these approaches function synergistically
and are best understood from a post-method perspective, which allows teachers to adapt instruction to learners’
needs and actual classroom conditions. The article concludes by recommending an integrated teaching approach that
combines communicative interaction, task-based activities, content-focused learning, and learner-centered principles to
improve the effectiveness of English language teaching
Библиографические ссылки
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