Applicability Issues with TBLT in EFL Contexts

This paper examines the theoretical rationales and practical aspects of taskbasedlanguage teaching (tblt) with particular reference to researchfindings in efl/esl contexts. the definitional scope of the term ‘task’,polarizations in terms of task vs. non-task, and its relation to differentlanguage teaching approaches have engendered conceptual andmethodological ambiguities. moreover, factors related to task difficulty andtask procedures have been rarely examined empirically. the adoption of theapproach has faced serious resistance due to the incompatibility of some ofits underpinnings with the nonwestern cultures of learning, the long-heldpsychometric traditions of testing, and its claims about communication andtask accomplishment as conducive to language acquisition. theunpredictability of the learners’ reactions during communication, disregardfor the teachers’ sense of plausibility and learners’ level have created tensionamongst teachers, learners, and authorities as to the suitability of thisapproach. it is argued that the ideological stance of the approach needs to betampered with greater realism thorough accountability reports and evidentialresearch.