A New Trend in Education: Task-based Methodology for Teachers/Learners

Abstract. Second language research and literature have provided a number of definitions for tasks depending on their underlying assumptions, including the scope and perspectives that are illustrated by linguists researching tasks or task-based teaching and learning. Although Task-Based is not a definite method that teachers must follow systematically, the adoption of Task-Based method as the teaching approach in English language education environments is based on a number of assumptions, principles and theories of second language acquisition. In fact, the adoption of Task-Based was a result of a better understanding of the nature and processes of language learning and also because of the inadequacies of other approaches, for instance, Present-Practice-Product. Task-based English Teaching (TBET) has been adopted not only because it has well-grounded assumptions but also due to the sound rationale behind its implementation within which it can satisfy both supporters of communicative approach and defenders of traditional approaches by drawing on both theory of learning in general and theory of language learning in particular. Contextualized language learning is the main principle of TBET that attracted the attention of second language learning which was coined and later developed by second language researchers and educators in reaction to other teacherdominated, form-oriented methods. This paper attempts to deal with task-based, the role it plays in language teaching in details and aims to provide some suggestions for L 2 learning