The role of task-based language teaching in developing intercultural competence

Abstract

In the context of globalization, intercultural communicative competence has become an essential goal of English education. However, traditional teaching methods tend to prioritize linguistic proficiency over intercultural competence, treating cultural information as static facts rather than dynamic interpretive frameworks. Task-Based Language Teaching (TBLT), which emphasizes authentic tasks and meaning negotiation, offers a promising pedagogical alternative. This paper aims to explore the role of TBLT in developing intercultural competence. It reviews the key principles of TBLT and the multidimensional construct of intercultural competence, argues for their theoretical alignment, and discusses implications for teaching.