Phương pháp dạy học dựa trên nhiệm vụ cho người học tiếng Anh trình độ thấp: Cơ sở lí thuyết và các đề xuất sư phạm.

Tóm tắt

In the context of secondary schools in Vietnam, where the current curriculum reform encourages the development of communication skills, classroom practices are still dominated by exam pressure, large class sizes and limited teaching time. This article examines the theoretical foundations and pedagogical rationale of Task-Based Language Teaching (TBLT) for lowproficiency English learners, focusing on Input-Based Tasks as a practical realization of TBLT in resource-constrained classrooms. In line with Resolution No. 71-NQ/TW (2025) of the Politburo, which calls for comprehensive and breakthrough innovation in education toward competency development and global integration, this study highlights how Input-Based Tasks can help teachers balance curriculum goals with examoriented demands. While Vietnam’s 2018 General Education Curriculum promotes a communicative and competency-based approach, classroom practice remains dominated by grammar-translation and test preparation due to persistent structural challenges. Drawing on second-language acquisition theories, the paper synthesizes key scholarship on task design, incidental learning, and task sequencing, emphasizing the role of structured input over forced output for beginner learners. It concludes by proposing a five-principle framework for designing and sequencing Input-Based Tasks that supports teachers in fostering communicative competence in sustainable, learnercentered, and policy-aligned ways.