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TBLT is an approach that uses tasks as the core language teaching. It is considerer as logical development of communicative language teaching.

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It is process oriented rather than being product oriented.
Relies heavily on students actively experimenting with their prior knowledge and familiar language. Motivations for communication and completing the tasks becomes primary, emphasizing communicative fluency. Assessment is primarily based on tasks outcome.
Activities and tasks that emphasize communication are basic components.
°Pre-task
°During-task
°post-task
Students learn the target language while interacting. Activities and tasks are sequenced according to their difficulty.

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-Provides practical linguistic skill building.

-Provides the student with an active role in participating and creating the activities.

-Motivates and engages students.

-Offers more opportunities for the students to display their thinking through their actions.

-Learn language through problem solving.

-Promote different views on the same situations and develop meaningful discussion on the matter.

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-It is rather less effective for systematic teaching of a new language.

-Some students need more guidance and may get lost.

-Time is limited and exposure outside the classroom is not available.

-Students may use the mother tongue instead of the target language in tasks.

-Grammatical or vocabulary features are acquired to a lesser degree.

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-Link the language used in the classroom and outside.

-Give opportunity to learner for focusing on both language and learning process.

-Emphasize learning through communication in target language.

-Enhance the learner’s experiences as important in the class.