Task Based Language Teaching and Second Language Acquisition: Ecological Perspectives in TESOL

Abstract

Second Language Acquisition (SLA) research has long sought to explain how learners acquire additional languages and how pedagogy can accelerate this process. Within applied linguistics and TESOL, Task‑Based Language Teaching (TBLT) has emerged as a prominent approach, emphasizing authentic communicative tasks rather than decontextualized grammar drills. This paper explores the intersection of SLA theory and TESOL practice through the lens of TBLT, situating it within broader ecological perspectives that highlight learner identity, sociocultural context, and technological mediation. Drawing on seminal SLA theories (Krashen’s Input Hypothesis, Long’s Interaction Hypothesis, Swain’s Output Hypothesis) and contemporary empirical studies, the paper reviews how TBLT fosters communicative competence, intercultural awareness, and learner autonomy. Methodologically, the study synthesizes qualitative and quantitative research on classroom discourse, learner corpora, and technology‑enhanced environments. The discussion emphasizes three strands: (1) the theoretical foundations of SLA and their pedagogical implications, (2) empirical evidence for TBLT effectiveness in diverse TESOL contexts, and (3) emerging challenges and opportunities, including AI‑driven feedback and online learning. Ultimately, the paper argues that TBLT represents not only a pedagogical innovation but also an ecological paradigm that situates language learning within dynamic social, cultural, and technological ecosystems. By integrating SLA theory, corpus‑based insights, and pragmatic analysis, TESOL practitioners can design curricula that are both theoretically grounded and responsive to global linguistic realities.