The Task-Based Approach in Teaching English as a Foreign Language to Students of Non-Linguistic Specialties

Abstract

Abstract. The article investigates the application of task-based learning (TBL) in teaching English as a Foreign Language (EFL) to non-linguistic students, examining the key stages of planning and conducting practical classes within the TBL framework. It also highlights the main advantages and benefits alongside with possible challenges in implementation of task-based language learning. The purpose of the study is to analyze the key features, stages, and principles of task-based language learning and to identify its benefits and challenges in teaching English to non-linguistic students. The research methods include analysis, generalization, and synthesis of scientific and pedagogical literature in order to determine the current state of the problem, and to formulate conclusions based on the research findings. Results. The article analyzes the effectiveness of task-based approach as a communicative method that enhances students’ foreign language communicative competence and promotes interactive learning. The study concludes that the active implementation of TBL in practical English classes fosters engagement in meaningful authentic tasks, increases students’ motivation for autonomous communication, and promotes foreign language acquisition. Furthermore, the article analyzes such key principle of task-based language learning as setting clear objectives, providing an appropriate level of task difficulty, taking into account students’ level of communicative competence, clarifying students’ roles and desired learning outcomes, creating a safe and supportive learning environment, ensuring students’ interaction in meaningful communication, using multimedia tools, and providing content-focused feedback. Practical implementation of TBL in teaching EFL follows three stages: pre-task, during-task, and post-task phases. Additionally, the article offers recommendations for successful use of TBL in teaching EFL to non-linguistic students, such as considering students’ linguistic proficiency level, clarifying task purposes, selecting engaging topics, providing constructive feedback, using authentic materials, gradually increasing task complexity, ensuring task repetition, and adopting the teacher’s role as a facilitator and advisor.