General Overview of TBLT and Its Applicability To The University English Classrooms in Japan

Instead of the formerly dominant PPP (Presentation-Practice-Production) model, the TBLT (Task-Based Language Teaching) model has gained attention in SLA researches and practices during the last two decades. To better understand the TBLT model and its efficacy in the sociocultural contexts of university English classrooms in Japan, this paper reviews the major TBLT publications and explores why TBLT is popular, analyzes its strengths and limitations, explores its theoretical background, and considers the Japan-specific sociocultural factors that need to be considered when implementing the model. At the end, the paper also identifies the areas of the model that require further researches. 

Instead of the formerly dominant PPP (Presentation-Practice-Production) model, the TBLT (Task-Based Language Teaching) model has gained attention in SLA researches and practices during the last two decades. To better understand the TBLT model and its efficacy in the sociocultural contexts of university English classrooms in Japan, this paper reviews the major TBLT publications and explores why TBLT is popular, analyzes its strengths and limitations, explores its theoretical background, and considers the Japan-specific sociocultural factors that need to be considered when implementing the model. At the end, the paper also identifies the areas of the model that require further researches.