Task-Based Language Teaching

A reader

| Katholieke Universiteit Leuven
| University of Lancaster
| University of Hawai'i at Manoa
ISBN 9789027207173 | EUR 110.00 | USD 165.00
ISBN 9789027207180 | EUR 36.00 | USD 54.00
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
Table of Contents
Series editors’ preface
Chapter 1. Task-based language teaching: introducing the reader.
Kris Van den Branden, Martin Bygate and John M. Norris
Section 1. Introducing task-based language teaching
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
Chapter 2. Towards task-based language learning
Christopher N. Candlin
Chapter 3. The concept of task
John M. Swales
Chapter 4. Three approaches to task-based syllabus design
Mike Long and Graham Crookes
Chapter 5. A framework for the implementation of task-based instruction
Peter Skehan
Chapter 6. Task-based research and language pedagogy
Rod Ellis
Section 2. Curriculum, syllabus, and task design
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
Chapter 7. Task-based teaching and assessment
Mike Long and John M. Norris
Chapter 8. From needs to tasks: Language learning needs in a task-based approach
Piet Van Avermaet and Sara Gysen
Chapter 9. Choosing and using communication tasks for second language instruction
Teresa Pica, Ruth Kanagy and Joseph Falodun
Chapter 10. Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA
Peter Robinson
Chapter 11. The TBL framework
Jane Willis
Section 3. Variables affecting task-based learning and performance
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
Chapter 12. Effects of task repetition on the structure and control of oral language
Martin Bygate
Chapter 13. The influence of planning and task type on second language performance
Pauline Foster and Peter Skehan
Chapter 14. What do learners plan? Learner-driven attention to form during pre-task planning
Lourdes Ortega
Chapter 15. Learner contributions to task design
Michael P. Breen
Chapter 16. The motivational basis of language learning tasks
Zoltán Dörnyei
Chapter 17. Guiding relationships between form and meaning during task performance: The role of the teacher
Virginia Samuda
Chapter 18. Training teachers: Task-based as well?
Kris Van den Branden
Section 4. Task-based language assessment
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
Chapter 19. Task-centred language assessment in language learning: The promise and the challenge
Geoff Brindley
Chapter 20. Examinee abilities and task difficulty in task-based L2 performance assessment
John M. Norris, James Dean Brown, Thom D. Hudson and William Bonk
Chapter 21. The role of task and task-based assessment in a content-oriented collegiate FL curriculum
Heidi Byrnes
Coda: Understanding TBLT at the interface between research and pedagogy
Martin Bygate, John M. Norris and Kris Van den Branden
Name index
Subject index
“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.”
Cited by

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2019. Sustaining innovation in school modern foreign language programmes: teachers’ reflections on task-based language teaching three years after initial teacher education. The Language Learning Journal 47:1  pp. 105 ff. Crossref logo
East, Martin
2020. Task-based language teaching as a tool for the revitalisation of te reo Māori: one beginning teacher’s perspective. The Language Learning Journal 48:3  pp. 272 ff. Crossref logo
Fischer, Johann
2020. The underlying action-oriented and task-based approach of the CEFR and its implementation in language testing and assessment at university. Language Learning in Higher Education 10:2  pp. 301 ff. Crossref logo
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2009. Task-based language learning research: expecting too much or too little?. International Journal of Applied Linguistics 19:3  pp. 247 ff. Crossref logo
Frijns, Carolien & Kris Van den Branden
2021. Unlocking the power of productive classroom talk for early second language acquisition. TASK. Journal on Task-Based Language Teaching and Learning 1:1  pp. 71 ff. Crossref logo
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Gasparini, Alice
2018. Building Tasks with Instant Messaging Apps. e-mentor 77:5  pp. 24 ff. Crossref logo
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2017.  In The Handbook of Technology and Second Language Teaching and Learning,  pp. 234 ff. Crossref logo
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2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2  pp. 213 ff. Crossref logo
Hismanoglu, Murat & Sibel Hismanoglu
2011. Task-based language teaching: What every EFL teacher should do. Procedia - Social and Behavioral Sciences 15  pp. 46 ff. Crossref logo
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta-Analysis of Research on Second Language Task Complexity. Language Learning 63:2  pp. 330 ff. Crossref logo
Kim, Minkyung, Hakyoon Lee & YouJin Kim
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 28 ff. Crossref logo
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2013. Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language. International Journal of Computer-Assisted Language Learning and Teaching 3:1  pp. 33 ff. Crossref logo
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2014.  In Computational Linguistics,  pp. 1374 ff. Crossref logo
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2020. A Study of Localization of Task-Based Language Teaching in China. Chinese Journal of Applied Linguistics 43:2  pp. 205 ff. Crossref logo
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This list is based on CrossRef data as of 16 october 2021. 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
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2008055547 | Marc record