THE ROLE OF TASK-BASED APPROACH IN ENHANCING STUDENTS’ COMMUNICATION SKILLS: A THEORETICAL PERSPECTIVE

This article provides an in-depth theoretical analysis of the role of the Task-Based Approach (TBA) in enhancing students’ communication skills. It examines the evolution of TBA within Communicative Language Teaching, its philosophical roots in interactionism, constructivism, sociocultural theory, and cognitive learning theory. Various models of TBA (Willis, Ellis, Skehan) are compared, along with principles of communicative competence and task-based assessment. The article also contrasts TBA with Presentation–Practice–Production (PPP), Project-Based Learning (PBL), and problem-based approaches.