Using the Task-Based Learning Methodology in Teaching a Foreign Language in High School
Abstract
The study aims to analyze the Task–Based Learning (TBL) methodology and determine the potential of this methodology in terms of developing students' skills in constructing hypotheses and critical thinking in the process of mastering a foreign language in high school. In the modern educational paradigm there is a shift from the traditional model of knowledge transmission by the teacher, as the only source of knowledge, to a model where the teacher acts as a facilitator, organizing an adequate educational environment for independent discovery, research and comprehension of the acquired foreign language. The research focuses on identifying specific strategies and techniques that a teacher can apply at various stages of using TBL (Pre-task, Task cycle, Language focus) to stimulate hypothetical-deductive thinking and critical analysis of the information being studied. Problem situations, the use of open-ended questions, group discussion management, and cognitive reflection are suggested as the key tools of the teacher-facilitator used for the successful implementation of the TBL methodology. As a result, it is concluded that the competent implementation of the role of a teacher-facilitator in TBL increases the effectiveness of learning foreign language material and also makes a significant contribution to the formation of the students’ meta-subject competencies that are necessary for successful self-realization in all types of activities.