Implementation of Task-based Language Teaching in Iran: Theoretical and Practical Considerations

摘要

This paper intends to render a speculative but rather feasible version for Task-based Language Teaching (TBLT) implementation for Iran context through taking care of two chief and formidable barriers:(1) the nature of innovation, and (2) the suitability and legitimacy of utilizing current linguistically-oriented materials for communicative purposes. Treating Ellis's distinction between absolutist and perceived sense of innovation (2004), Ellis and Skehan's strong and weak version of TBT (2003), Willis and Willis’ ‘methodological innovations’ (2011), Carless's ‘situated task-based approaches’ (2007), and Widdowson’ ‘language capability’, ‘methodological maneuver’, and his insightful criticisms (2003) of ‘communicative competence’ helps to implement TBLT with linguistic-based textbooks and materials. Finally, the teacher's role is taken into account.