چکیده:
Task Based Language Teaching is an approach to teaching a foreign language that seeks to
engage learners in interactional authentic language use by having them perform a series of
tasks. It implies providing learners with authentic sources of meaningful materials, ideal
situations for communicative activity, and supportive feedback allowing for much greater
opportunities for language use.
The present study puts forward the following questions:
1- How do Iraqi intermediate school EFL teachers perceive TBLT?
2- What are the Iraqi EFL teachers’ views on the implementation, procedures, and
constraints of TBLT?
3- Do the variations in gender, teaching experience, and the grade teachers teach
affect EFL teachers' perceptions of the TBLT?
On the basis of the above questions the following hypotheses have been hypothesized:
1. Iraqi intermediate school EFL teachers do not well perceive TBLT.
2. There is no statistical significant difference in the perception of Iraqi Intermediate school
EFL teachers according to their gender.
3. There is no statistical significant difference in the perception of Iraqi Intermediate school
EFL teachers according to their teaching experience
4. There is no statistical significant difference in the perception of Iraqi Intermediate school
EFL teachers according to the grade they teach.
The population of the present study consists of Iraqi Intermediate School EFL Teachers
(1st, 2nd, 3rd year classes) of the three General Directorates of Education in Baghdad / Al-
Rusafa. The sample of the study consist of (265) Iraqi Intermediate Schools EFL Teachers
from 78 Schools.
The Instrument of the study consists of a closed questionnaire which comprises four
fields and 53 items. The validity of the closed questionnaire has been insured, and the reliability has been secured for the four sections and for the over all 53 items of the
questionnaire.
The findings show that:
1- The majority of teachers have satisfactory and a good level in the fields of theoretical
knowledge, views of implementing, procedures of implementing, and the constraints.
2- There is no statistical significant difference between male and female intermediate school
teachers' perception in the four fields as well as the overall 53 items.
3- There is no statistical significant difference between the perception of inexperienced
teachers and experienced teachers with respect to the fields of theory level, views on
implementing, and the constraints.
4- There is statistical significant differences in the perception of inexperienced teachers and
experienced teachers with respect to the procedures teacher used in implementing TBLT; and
5-There is no statistical difference in the perceptions of Iraqi Intermediate School EFL
Teachers according to the grade teachers teach and with respect to the four fields.