A COMPARATIVE LITERATURE-BASED STUDY OF TASK-BASED AND CONTENT-BASED APPROACHES IN ENGLISH LANGUAGE ACQUISITION
https://doi.org/10.5281/zenodo.15385260
Kalit so‘zlar
task-based language teaching (TBLT); content-based language teaching (CBLT); english language acquisition; literature review; comparative pedagogy; communicative competence; academic language; second language instruction; teaching methodologiesAnnotasiya
This literature-based study compares Task-Based Language Teaching (TBLT) and Content-Based Language Teaching (CBLT) in the context of English language acquisition. Drawing on a wide range of scholarly literature, the study examines the pedagogical foundations, instructional design principles, and reported learner outcomes associated with each approach. TBLT emphasizes real-world interactions and learner-centered problem-solving through tasks, enhancing fluency, interaction, and learner freedom. In contrast, CBLT integrates language learning with academic content, supporting the development of academic discussion and subject-specific vocabulary. Through a comparative analysis of existing research, this paper aims to identify the strengths and limitations of both approaches, explores their suitability in different educational settings, and offers theoretical insights for curriculum design. The findings contribute to a nuanced understanding of how TBLT and CBLT function within second language teaching and suggest that a principled integration of both may enhance English language instruction in classroom environments.
Foydalanilgan adabiyotlar ro‘yhati
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