Task-Based Language Teaching for B2-Level German and French Learners

Abstract

Task-Based Language Teaching (TBLT) has become a pivotal instructional approach in modern language pedagogy, grounded in the communicative paradigm and emphasizing real-life tasks over traditional memorization. For B2-level learners of German and French in higher education, developing communicative competence and learner autonomy is essential, especially in contexts demanding contextual fluency and motivation. TBLT’s alignment with these needs has garnered growing scholarly and pedagogical interest. Despite growing empirical support, there is limited research specific to the effectiveness of TBLT in tertiary German and French language programs, especially in non-Western contexts, creating a need for focused analysis. This study investigates the impact of TBLT on speaking proficiency, motivation, and learner autonomy among B2-level students of German and French, while also evaluating factors influencing its implementation. The findings confirm that TBLT significantly improves fluency, accuracy, and confidence. It promotes motivation and autonomy through authentic, relevant tasks and supports critical thinking and collaboration. Nonetheless, success depends on teacher training, curriculum integration, and institutional flexibility. This research synthesizes diverse empirical insights to offer a contextualized application of TBLT for B2-level learners in multilingual settings, with particular focus on German and French instruction. The study underscores the necessity of systemic support—through teacher preparation and institutional alignment—to fully harness the benefits of TBLT. It recommends long-term studies and scalable models for broader integration in language education systems.