Task-Based Language Teaching
A reader
Editors
| Katholieke Universiteit Leuven
| University of Lancaster
| University of Hawai'i at Manoa
Over the past two decades, task-based language teaching (TBLT) has gained considerable momentum in the field of language education. This volume presents a collection of 20 reprinted articles and chapters representative of work that appeared during that period. It introduces readers – graduate students, researchers, teachers – to foundational ideas and themes that have marked the emergence of TBLT. The editors provide a first chapter that locates TBLT within broader discourses of educational practice and research on language learning and teaching. The book then features four sections consisting of important, often difficult to find, writings on major themes: fundamental ideas, approaches, and definitions in TBLT; curriculum, syllabus, and task design; variables affecting task-based language learning and performance; and task-based assessment. In a concluding chapter, the editors challenge simplistic notions of TBLT by reflecting on how this body of work has initiated the possibility of a truly researched language pedagogy, and they highlight critical directions in TBLT research and practice for the future.
[Task-Based Language Teaching, 1] 2009. ix, 512 pp.
Publishing status: Available
© John Benjamins and others
Table of Contents
-
Series editors’ preface | pp. VIII–IX
-
Chapter 1. Task-based language teaching: introducing the reader.Kris Van den Branden, Martin Bygate and John M. Norris | pp. 1–13
-
Section 1. Introducing task-based language teaching
-
Section introJohn M. Norris, Martin Bygate and Kris Van den Branden | pp. 15–19
-
Chapter 2. Towards task-based language learningChristopher N. Candlin | pp. 21–40
-
Chapter 3. The concept of taskJohn M. Swales | pp. 41–56
-
Chapter 4. Three approaches to task-based syllabus designMike Long and Graham Crookes | pp. 57–82
-
Chapter 5. A framework for the implementation of task-based instructionPeter Skehan | pp. 83–108
-
Chapter 6. Task-based research and language pedagogyRod Ellis | pp. 109–130
-
Section 2. Curriculum, syllabus, and task design
-
Section introJohn M. Norris, Martin Bygate and Kris Van den Branden | pp. 131–134
-
Chapter 7. Task-based teaching and assessmentMike Long and John M. Norris | pp. 135–142
-
Chapter 8. From needs to tasks: Language learning needs in a task-based approachPiet Van Avermaet and Sara Gysen | pp. 143–170
-
Chapter 9. Choosing and using communication tasks for second language instructionTeresa Pica, Ruth Kanagy and Joseph Falodun | pp. 171–192
-
Chapter 10. Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLAPeter Robinson | pp. 193–226
-
Chapter 11. The TBL frameworkJane Willis | pp. 227–242
-
Section 3. Variables affecting task-based learning and performance
-
Section introJohn M. Norris, Martin Bygate and Kris Van den Branden | pp. 243–247
-
Chapter 12. Effects of task repetition on the structure and control of oral languageMartin Bygate | pp. 249–274
-
Chapter 13. The influence of planning and task type on second language performancePauline Foster and Peter Skehan | pp. 275–300
-
Chapter 14. What do learners plan? Learner-driven attention to form during pre-task planningLourdes Ortega | pp. 301–332
-
Chapter 15. Learner contributions to task designMichael P. Breen | pp. 333–356
-
Chapter 16. The motivational basis of language learning tasksZoltán Dörnyei | pp. 357–378
-
Chapter 17. Guiding relationships between form and meaning during task performance: The role of the teacherVirginia Samuda | pp. 379–400
-
Chapter 18. Training teachers: Task-based as well?Kris Van den Branden | pp. 401–430
-
Section 4. Task-based language assessment
-
Section introJohn M. Norris, Martin Bygate and Kris Van den Branden | pp. 431–434
-
Chapter 19. Task-centred language assessment in language learning: The promise and the challengeGeoff Brindley | pp. 435–454
-
Chapter 20. Examinee abilities and task difficulty in task-based L2 performance assessmentJohn M. Norris, James Dean Brown, Thom D. Hudson and William Bonk | pp. 455–476
-
Chapter 21. The role of task and task-based assessment in a content-oriented collegiate FL curriculumHeidi Byrnes | pp. 477–494
-
Coda: Understanding TBLT at the interface between research and pedagogyMartin Bygate, John M. Norris and Kris Van den Branden | pp. 495–499
-
Name index | pp. 501–505
-
Subject index | pp. 507–512
“This volume provides the reader with a clear sense of the principles and developmental progress of task-based language teaching, and introduces the central themes of TBLT throughout the past 20 years. One of the book’s strengths is the intuitive organization of the four main sections, which provides readers with an easy-to-follow and logical discussion of the emergence and development of the TBLT approach from theoretical foundations to empirical evidence and assessment practices. Professionals familiar with TBLT will find the material included in this reader to be a review of already well known work, nicely organized and presented in one place. Researchers and students beginning their investigations into TBLT will find this volume to be an invaluable resource for key theoretical, foundational, and empirical discussions. Students and educators will appreciate the editors’ accessible writing style and the thought-provoking key questions that conclude each section and provide readers with interesting ideas to keep in mind as they go over each chapter. Overall, this volume is an excellent resource for students, educators, and novice TBLT researchers and would make an ideal textbook for an undergraduate or graduate task-based language teaching course.”
Nicole Ziegler and Alison Mackey, Georgetown University, in Studies in Second Language Acquisition, Vol. 33(3): 474-475
Cited by
Cited by 58 other publications
Adams, Rebecca
Alcón-Soler, Eva
Alwi, Nik Aloesnita Nik Mohd, Rebecca Adams & Jonathan Newton
Andon, Nick & Johannes Eckerth
Bygate, Martin, John Norris & Kris Branden
Calvert, Megan & Younghee Sheen
Crawford, William J. & Meixiu Zhang
del Pilar García Mayo, María
Dolgova Jacobsen, Natalia
East, Martin
East, Martin
East, Martin
East, Martin
East, Martin
Fischer, Johann
Foster, Pauline
Frijns, Carolien & Kris Van den Branden
García Mayo, María del Pilar
Gatbonton, Elizabeth, Ildiko Pelczer, Conor Cook, Vivek Venkatesh, Christine Nochasak & Harriet Andersen
González‐Lloret, Marta
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
Hismanoglu, Murat & Sibel Hismanoglu
Jackson, Daniel O. & Sakol Suethanapornkul
Jezak, Monika & Russell de Haan
Kim, Minkyung, Hakyoon Lee & YouJin Kim
Kong, Dong-Kwan
Kurek, Malgorzata & Andreas Müller-Hartmann
Lee, Cynthia, Alexander Seeshing Yeung & Tiffany Ip
Li, Guofang & Xiaopeng Ni
Liu, Chunyan & Rui Guo
Loewen, Shawn & Masatoshi Sato
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
Ortega, Lourdes
Phung, Linh
Reed, Beatrice Szczepek
Serafini, Ellen J. & Julio Torres
Sherris, Ari, Tachini Pete & Erin Haynes
Skehan, Peter, Bei Xiaoyue, Li Qian & Zhan Wang
Taguchi, Naoko & Youjin Kim
Taguchi, Naoko & YouJin Kim
Thi, Nguyen Anh & Phuong Hoang Yen
Ting, Yen-Ling Teresa
Torres, Julio & Nicole A. Vargas Fuentes
TREVISOL, Juliane Regina & Raquel Carolina Ferraz D’ELY
Tyler, Andrea E. & Lourdes Ortega
Van den Branden, Kris
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
Wang, Zhan & Gaowei Chen
Wang, Zhan & Peter Skehan
Yang, Jie Chi & Hui Fen Hsu
Yang, Weiwei & YouJin Kim
Yen Phuong, Hoang, Kris Van den Branden, Elke Van Steendam & Lies Sercu
This list is based on CrossRef data as of 11 may 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching