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Abstract
This article explores the relationship between David Nunan’s Task-Based Language Teaching (TBLT) model and Malcolm S. Knowles’ six principles of andragogy in modern English Language Teaching (ELT). Focusing on adult learning contexts, the study uses a conceptual analysis of key theoretical sources to identify shared assumptions between the two frameworks. The analysis shows that TBLT naturally reflects andragogical principles such as learner autonomy, experiential learning, real-life relevance, and problem-centered instruction, making it especially suitable for adult and non-philology ELT contexts.
References
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