TBLT for Young Learners: Challenges, opportunities and goals brings together leading international scholars to explore the promises and complexities of task-based language teaching (TBLT) for young second language learners. Drawing on research and classroom practice from diverse educational… read more
In this final chapter, I outline how the book contributes to advancing research and practice in TBLT for young learners by directing the spotlight on both the existing challenges and potential solutions to address them. To this end, I discuss how the volume expands theoretical and empirical… read more
In this chapter, I first provide a brief overview of how task-based language teaching (TBLT) has established itself as an influential second language (L2) pedagogical approach over the past few decades. I then focus on a specific critique that TBLT has received regarding its suitability for… read more
This chapter challenges the view held by some commentators (Littlewood, 2007; Swan, 2005), including both teacher educators and teachers, that explicit instruction is the sole way of drawing learners’ attention to form. It presents an overview of how indirect focus on form procedures — both… read more
This study examined the effects of guided and unguided pre-task planning on the complexity, accuracy, lexis, and fluency (CALF) in L2 oral production, as well as the quality of task outcomes in content and language integrated learning (CLIL) classrooms. Additionally, the study compared the… read more
This study compared the effects of task repetition only (TR), task repetition with grammatizing (TR+GR), and grammatization with no task repetition (GR) on 94 EFL learners’ oral task performances. Participants’ productions were measured both in terms of complexity, accuracy, and fluency as well… read more
This study investigated the impact of educating Austrian EFL teachers-in-training about the concept of task, on the premise that this understanding would be a significant prerequisite for them to effectively implement TBLT in their young learner classrooms. Participants were trainee teachers… read more
Previous task repetition studies have largely overlooked the second language learners’ development of linguistic knowledge as well as written accuracy. Furthermore, sufficient attention has not been paid to the role of written corrective feedback (WCF) in task repetition to reinforce attention… read more
This study explored whether the effects of task repetition in drawing learners’ attention to linguistic form could be reinforced through the provision of two types of unfocused direct written corrective feedback. Fifty-seven learners formed three conditions: (1) task repetition with no feedback… read more
