The task-based approach in the theory and practice of teaching foreign languages in Poland

Abstract

Foreign language teaching reforms in Poland involved chiefly a change in the way classes are conducted. The communicative approach present in programme materials and in practice was supplemented with elements of task-oriented approach. Instructionism, dominant in the didactic discourse, has been replaced with pedagogic constructivist concepts. This text is an analysis of the task-oriented programme premises and means of their implementation in teaching foreign languages (also in teaching Polish as a foreign language) in contemporary Polish education practice.