Task-Based Language Teaching and students motivation in the EFL classroom

Bachelor Thesis from the year 2021 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1.3, language: English, abstract: This thesis aims to examine the intrinsically motivating aspects of task-based language teaching (TBLT) in the EFL classroom. It will be started with communicative language teaching (CLT) as a precursor to TBLT. The theoretical context will be discussed with particular reference to Stephen Krashens Affective Filter Hypothesis as it has influenced research on motivation in foreign language learning as well as TBLT. After that, the current paradigms of CLT will be presented, focusing on its changes compared to former language teaching methods. Moreover, the terminology of motivation will be addressed by first providing a clear definition and then going on to discuss motivation in foreign language teaching. Although there are countless theories in this particular field, the most important theory for the course of this thesis is the Self-Determination Theory by Ryan and Deci as it first introduced the concepts of intrinsic and extrinsic motivation. Besides, the teacher and learner roles will be discussed to see how they affect each others motivation. Furthermore, Dِrnyeis motivational strategies for the foreign language classroom will be outlined to show how student motivation can be initiated and maintained. The next chapter introduces the task-based language teaching approach thoroughly explaining the concept of a task in order to grasp its main ideas and differences compared to an exercise. Then the various task types and the role of teacher and learner will be explored to see how they operate in the EFL classroom. Thereafter, Jane Willis TBL framework will be presented by discussing the aim of each stage in detail. Lastly, a sample lesson designed by Jane Willis will be presented to demonstrate the implementation of TBLT and to scrutinize its impact on student motivation. Therefore, the previously ment