IMPLEMENTING TBLT TO IMPROVE STUDENTS' SOCIOLINGUISTIC COMPETENCE

This study explores the implementation of Task-Based Language Teaching (TBLT) as an effective approach to enhancing students’ sociolinguistic competence in English as a Foreign Language (EFL) contexts. While traditional language instruction often emphasizes grammatical accuracy, it frequently neglects the development of pragmatic and context-appropriate language use. This research argues that TBLT, with its focus on meaningful interaction and real-world communication, provides a suitable framework for addressing this gap. The study examines how carefully designed tasks incorporating social roles, contextual variables, and communicative goals can promote learners’ awareness of register, politeness strategies, and cultural norms. It also highlights the importance of integrating explicit sociolinguistic input within task cycles to avoid fossilization of inappropriate language patterns. Key challenges such as task authenticity, learner resistance, and assessment limitations are critically analyzed. The findings suggest that TBLT can significantly improve sociolinguistic competence when tasks are context-rich, assessment criteria are aligned with pragmatic outcomes, and instruction balances implicit interaction with explicit guidance. The study contributes to current pedagogical practices by proposing a more targeted and measurable approach to developing sociolinguistic competence through task-based instruction.