Article published In:
TASKVol. 1:2 (2021) ► pp.162–183
The Long road to TBLT
40 years of innovation, investigation, and inspiration
Michael H. Long was one of the earliest proponents of task-based language teaching, and his groundbreaking work on
multiple dimensions of the proposal helped establish TBLT as a fertile locus for innovation at the intersection of research and
practice. His work on TBLT over four decades led the way to robust research programs on syllabus design, needs analysis,
methodological principles for teaching, pedagogic procedures including focus on form and negative feedback, task-based assessment,
and program evaluation, among others. This article provides a review of some of Long’s major contributions to TBLT, addressing not
only the theoretical and empirical aspects of his work but also the implementation of his ideas in practice and a few associated
challenges.
Article outline
- Prelude
- Origins: Second language acquisition, task, and focus on form
- Needs analysis
- Methodological principles and pedagogic procedures
- Task-based assessment
- Evaluating TBLT
- Challenging TBLT, TBLT is challenging
- Dissemination on TBLT
- Epilogue
-
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