This literature review investigates the efficacy of Task Based Language Teaching (TBLT) in achieving a high level of proficiency in adult L2 learning. First, the learner variables that trigger successful adult L2 learning are identified and classified into two categories : cognitive and non-cognitive variables. Then, the possible roles that TBLT play on these variables are examined. This paper maintains that even though TBLT cannot directly stimulate people's cognitive variables, it presumably promotes two non-cognitive variables for successful adult L2 learners : explicit learning, and extremely high motivation. In addition, TBLT temporarily surrounds the learners with L2 input, which is similar to the immersion experience that all the successful adult L2 learners have had. These findings suggest that when certain conditions are met, TBLT offers what the successful adult L2 learners have done in the process of achieving their high proficiency. This paper concludes that it is possible for adult learners to achieve a practical, high-level L2 competence through TBLT.

研究論文