The Role of Task-Based Language Teaching (TBLT) in Developing Pragmatic Competence in Adult Urdu Learners of English

Abstract

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in fostering pragmatic competence among adult Urdu learners of English. Pragmatic competence, encompassing the ability to use language appropriately in various social contexts, is a crucial aspect of communicative competence. However, traditional language teaching methods often neglect pragmatic skills, leading to inadequate communication proficiency in real-life situations. TBLT, grounded in communicative language teaching principles, offers a promising framework for integrating pragmatic instruction into language learning. Through the implementation of task-based activities designed to simulate authentic communicative situations, TBLT aims to develop learners' pragmatic awareness, knowledge, and skills. This research adopts a mixed-methods approach, combining qualitative analysis of learners' perceptions and experiences with quantitative assessments of pragmatic competence pre- and post-TBLT intervention. The findings contribute to our understanding of the effectiveness of TBLT in enhancing pragmatic competence in adult Urdu learners of English and offer insights into optimizing language teaching methodologies for promoting communicative proficiency.