Task-Based Language Teaching | Issues, Research and Practice

Editors

Marta González-Lloret | University of Hawai`i at Manoa | marta

hawaii.edu

John M. Norris | ETS Japan | norrisjm123

gmail.com

Andrea Révész | University of London | a.revesz

ucl.ac.uk

Task-Based Language Teaching (TBLT) is an educational framework for the theory and practice of teaching second or foreign languages. It is based on a constellation of ideas issuing from philosophy of education, theories of second language acquisition, empirical findings on effective instructional techniques, and the exigencies of language learning in contemporary society. Though there is broad interest in the potential value of TBLT to foster worthwhile language teaching and learning, there is also considerable diversity in the theoretical scope, applied practice, and research that corresponds with the TBLT name.

In concert with current interest in Task-Based Language Teaching, this book series is devoted to the dissemination of TBLT issues and practices, and to fostering improved understanding and communication across the various clines of TBLT work. As series editors, we seek to publish cutting-edge work that defines and advances the domain. Empirical research, theoretical discourse, and well-informed practical applications of TBLT constitute the core features highlighted in the series. We welcome edited as well as authored volumes, and we invite submissions related to the full diversity of language education contexts, including bi- and multi-lingual, heritage, second, foreign, child, and adult language learning.

The targeted audiences for this series include students, scholars, practitioners, and policy makers around the globe. Key among these are:

1. University undergraduate and graduate students engaged in courses of study related to language teaching, applied linguistics, second language studies, second language acquisition, and other fields.

2. Academics conducting research and teaching on TBLT, language pedagogy, second language acquisition, and related disciplines.

3. Educators and policy makers concerned with work at the interface between instructional practice and the value of language learning in schools and for the benefit of individuals and society.

Invitation for proposals

Book proposals are invited. For specific TBLT proposal guidelines please contact one of the series editors.

Browse book series on John Benjamins e-Platform

ISSN: 1877-346X

https://doi.org/10.1075/tblt

Volumes

16	Individual Differences and Task-Based Language Teaching Edited by Shaofeng Li 2024. viii, 379 pp
15	How to Teach an Additional Language: To task or not to task? Kris Van den Branden 2022. xiii, 292 pp.
14	Pedagogical Realities of Implementing Task-Based Language Teaching Rosemary Erlam and Constanza Tolosa 2022. ix, 282 pp.
13	Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan Edited by Zhisheng (Edward) Wen and Mohammad Javad Ahmadian 2019. xxiii, 328 pp.
12	TBLT as a Researched Pedagogy Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate 2018. viii, 292 pp.
11	Learning Language through Task Repetition Edited by Martin Bygate 2018. x, 334 pp.
10	Task-Based Approaches to Teaching and Assessing Pragmatics Edited by Naoko Taguchi and YouJin Kim 2018. x, 312 pp.
9	Input-based Tasks in Foreign Language Instruction for Young Learners Natsuko Shintani 2016. xi, 199 pp.
8	Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference Edited by Martin Bygate 2015. xxiv, 325 pp.
7	Task-Based Language Learning – Insights from and for L2 Writing Edited by Heidi Byrnes and Rosa M. Manchón 2014. xi, 312 pp.
6	Technology-mediated TBLT: Researching Technology and Tasks Edited by Marta González-Lloret and Lourdes Ortega 2014. vi, 336 pp.
5	Processing Perspectives on Task Performance Edited by Peter Skehan 2014. xii, 266 pp.
4	Task-Based Language Teaching in Foreign Language Contexts: Research and implementation Edited by Ali Shehadeh and Christine A. Coombe 2012. xix, 364 pp.
3	Task-Based Language Teaching from the Teachers' Perspective: Insights from New Zealand Martin East 2012. xix, 259 pp.
2	Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance Edited by Peter Robinson 2011. xii, 345 pp.
1	Task-Based Language Teaching: A reader Edited by Kris Van den Branden, Martin Bygate and John M. Norris 2009. ix, 512 pp.

Subjects

Linguistics