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Making the case for dynamic usage-based task-based language teaching

ORCiD logo with link | University of Groningen, Netherlands | University of Hertfordshire, UK
 | University of Groningen, Netherlands
 | University of Groningen, Netherlands
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Abstract
This paper advocates for integrating Dynamic Usage-Based Learning (DUB) with Task-Based Language Teaching (TBLT) to accommodate individualized learning trajectories. It presents five tenets for DUB-TBLT, emphasizing the role of self-directed tasks in fostering form-use-meaning mapping as target learnable units. Through recursion and iterations as repetition principles, the study highlights how such tasks can increase learner investment and promote adaptive language development.
Article outline
  • 1.Introduction
  • 2.From Usage-based to Dynamic Usage-based Pedagogy
  • 3.DUB Pedagogy
  • 4.Mapping DUB and TBLT
    • 4.1Why TBLT is the right ecosystem for DUB learning
    • 4.2Integrating TBLT and DUB pedagogy
  • 5.Tenets of DUB-TBLT
    • 5.1Input-based tasks are an inseparable component of a task cycle
    • 5.2Tasks are iterated and recursed instead of repeated
    • 5.3Tasks are dynamic: Tasks are affordances
    • 5.4Personal investment and individual learning trajectories are key: Self-directed tasks
    • 5.5Focus on use is key
  • 6.DUB-TBLT curriculum
  • 7.Conclusion
  • Note
  • Author queries
  • References
References (71)
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