TASK-BASED TEACHING AND ITS SIGNIFICANCE IN ACQUIRING CULTURAL NORMS

Аннотация

Task-Based Language Teaching (TBLT) has emerged as a prominent pedagogical approach prioritizing authentic communication and meaningful task completion over traditional form-focused instruction. This paper examines the intersection of TBLT and cultural norm acquisition, exploring how task-based methodologies facilitate the development of intercultural communicative competence (ICC). Drawing on recent research from 2024-2026 across diverse educational contexts—including Hong Kong, China, Japan, Ecuador, Australia, Turkey, and Europe—the study synthesizes evidence regarding the effectiveness of culturally-infused task design. The findings indicate that task-based teaching significantly enhances learners' acquisition of cultural norms when tasks are designed with authenticity, cultural relevance, and reflective components. However, research also reveals that the relationship between task-based approaches and cultural learning is mediated by contextual factors, including learners' cultural backgrounds, teachers' intercultural competence, and the alignment between task frameworks and local conceptions of teaching and learning. The paper concludes by outlining key strategies for integrating cultural norm acquisition into task-based teaching and provides recommendations for practice and future research