TASK-BASED LANGUAGE TEACHING FOR PRIMARY STUDENTS IN VIETNAM: POTENTIAL AND POSSIBILITIES

Abstract

Foreign language education for children is increasingly prioritized in Vietnam. Recent efforts to implement communicative teaching approaches signal a positive shift toward improving language education quality. However, Communicative Language Teaching (CLT) often emphasizes productive language use, particularly speaking, which can be challenging for young learners with limited English proficiency and exposure. As a result, students may struggle to participate in communicative activities, leading to frustration and disengagement. To address the limitations of CLT, Task-Based Language Teaching (TBLT) has emerged as a significant advancement in communicative pedagogy. It offers a more scaffolded approach that supports language acquisition through structured, meaningful tasks. This study explores the potential of TBLT for young learners in Vietnam, considering theoretical foundations and pedagogical strategies. Special attention is given to input-based tasks and task repetition as essential strategies for optimizing TBLT at the primary level. By bridging theory and practice, this research contributes to the ongoing efforts to improve foreign language education for young learners in Vietnam.