Task-Based Language Teaching
A reader
Editors
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 (77)
Cited by 77 other publications
Alzoubi, Osama
2024. Effect of Collaborative Pre-Task Planning on the Writing Production of Arab EFL Learners in a Blended Task-Based Environment. Ampersand ► pp. 100193 ff. 
Gurzynski-Weiss, Laura, Madison Wray, Mackenzie Coulter-Kern & Johana Bernardo
2024. Task-based elementary Spanish in rural Indiana: A practice-based collaboration. Studies in Second Language Learning and Teaching 14:1 ► pp. 121 ff.
Yixuan, Jing
2024. Foundations of TBLT and Teacher Cognition. In School-Based EFL Teacher Professional Development for Task-Based Language Teaching, ► pp. 81 ff.
Becerra-Posada, Tatiana & Diana Cristina Arroyo
2023. Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles Before and During the Transition to Remote Teaching. Profile: Issues in Teachers' Professional Development 25:2 ► pp. 29 ff.
Gonzalez‐Lloret, Marta
2023. Task‐Based Pragmatics Teaching. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
González‐Lloret, Marta
2017. Technology for Task‐based Language Teaching. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 234 ff.
Huynh , Truong Sang & Van Loi Nguyen
2023. Review of the effects of Task-based Language Teaching on EFL learners’ speaking performance: What remains to be researched?. CTU Journal of Innovation and Sustainable Development 15:3 ► pp. 23 ff.
Khezrlou, Sima
2023. The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?. Language Awareness 32:3 ► pp. 387 ff.
Kim, YouJin, Sanghee Kang, Meredith D’Arienzo & Naoko Taguchi
2023. Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes. Language Teaching Research
Santos, Sara
2023. Aumento das exigências de raciocínio de uma tarefa e sequenciação na produção oral de aprendizes chineses de português como língua estrangeira. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 39:4
Taguchi, Naoko, Daniel H. Dixon, Yuqing Qin & Ying Chen
2022. Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making. Language Teaching Research ► pp. 136216882211108 ff.
Crawford, William J. & Meixiu Zhang
2021. How can register analysis inform task-based language teaching?. Register Studies 3:2 ► pp. 180 ff.
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.
Jezak, Monika & Russell de Haan
2021. Enseignement par tâche en milieu d’immigration francophone au Canada : pratiques déclarées et perceptions des enseignants de français langue seconde. La Revue de l’AQEFLS 33:1 ► pp. 28 ff.
Loewen, Shawn & Masatoshi Sato
2021. Exploring the relationship between TBLT and ISLA. TASK. Journal on Task-Based Language Teaching and Learning 1:1 ► pp. 47 ff.
Merse, Thorsten
2021. Task Typologies for Engaging with Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching. In International Perspectives on Diversity in ELT, ► pp. 91 ff.
Torres, Julio & Nicole A. Vargas Fuentes
2021. Heritage Language Learners’ Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments. Languages 6:2 ► pp. 110 ff.
TREVISOL, Juliane Regina & Raquel Carolina Ferraz D’ELY
2021. EFEITOS DA IMPLEMENTAÇÃO DE HISTÓRIAS DIGITAIS NA PRODUÇÃO ORAL DE APRENDIZES DE INGLÊS: UM ESTUDO EMBASADO EM TAREFAS. Alfa: Revista de Linguística (São José do Rio Preto) 65
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.
Gatbonton, Elizabeth, Ildiko Pelczer, Conor Cook, Vivek Venkatesh, Christine Nochasak & Harriet Andersen
2020. A Pedagogical Corpus to Support a Language Teaching Curriculum to Revitalize an Endangered Language. In Indigenous Studies, ► pp. 533 ff.
Liu, Chunyan & Rui Guo
2020. A Study of Localization of Task-Based Language Teaching in China. Chinese Journal of Applied Linguistics 43:2 ► pp. 205 ff.
Thi, Nguyen Anh & Phuong Hoang Yen
2020. Impacts of a one-shot training program for in-service teachers on the application of Task-based Language Teaching. Can Tho University Journal of Science 12:3
Ting, Yen-Ling Teresa
2020. The Symbiotic Energy of [Complex Content]+[Foreign Language]. In Examining Content and Language Integrated Learning (CLIL) Theories and Practices [Advances in Educational Technologies and Instructional Design, ], ► pp. 37 ff.
Yang, Weiwei & YouJin Kim
2020. The effect of topic familiarity on the complexity, accuracy, and fluency of second language writing
. Applied Linguistics Review 11:1 ► pp. 79 ff.
Alcón-Soler, Eva
2018. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 56 ff.
del Pilar García Mayo, María
2018. Focused Versus Unfocused Tasks. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
del Pilar García Mayo, María
2018. Dictogloss Technique. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
del Pilar García Mayo, María
2024. Dictogloss Technique. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
García Mayo, María del Pilar
2015. The interface between task-based language teaching and content-based instruction. System 54 ► pp. 1 ff.
Gasparini, Alice
2018. Building Tasks with Instant Messaging Apps. e-mentor 77:5 ► pp. 24 ff.
Han, ZhaoHong & Eun Young Kang
2018. Revisiting the Cognition Hypothesis: Bridging a gap between the conceptual and the empirical. International Journal of Applied Linguistics 28:3 ► pp. 391 ff.
Kim, Minkyung, Hakyoon Lee & YouJin Kim
2018. Chapter 2. Learning of Korean honorifics through collaborative tasks. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 28 ff.
Moore, Paul J.
2018.
Task‐Based Language Teaching (
TBLT
)
. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Tyler, Andrea E. & Lourdes Ortega
2018. Chapter 1. Usage-inspired L2 instruction. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49], ► pp. 3 ff.
Wang, Zhan & Gaowei Chen
2018. Chapter 4. Discourse performance in L2 task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 97 ff.
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2 ► pp. 213 ff.
Jackson, Daniel O. & Alfred Rue Burch
2017. Complementary Theoretical Perspectives on Task‐Based Classroom Realities. TESOL Quarterly 51:3 ► pp. 493 ff.
Kurek, Malgorzata & Andreas Müller-Hartmann
2017. Task design for telecollaborative exchanges: In search of new criteria. System 64 ► pp. 7 ff.
Lee, Cynthia, Alexander Seeshing Yeung & Tiffany Ip
2017. University english language learners' readiness to use computer technology for self-directed learning. System 67 ► pp. 99 ff.
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2017. Procedural repetition in task-based interaction among young EFL learners. ITL - International Journal of Applied Linguistics 168:2 ► pp. 183 ff.
Phung, Linh
2017. Task preference, affective response, and engagement in L2 use in a US university context. Language Teaching Research 21:6 ► pp. 751 ff.
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2017. The Effects of Mode and Task Complexity on Second Language Production. Language Learning 67:2 ► pp. 394 ff.
Dolgova Jacobsen, Natalia
2016. The Best of Both Worlds: Combining Cognitive Linguistics and Pedagogic Tasks to Teach English Conditionals. Applied Linguistics ► pp. amw030 ff.
Purpura, James E.
2016. Second and Foreign Language Assessment. The Modern Language Journal 100:S1 ► pp. 190 ff.
Taguchi, Naoko & Youjin Kim
2016. Collaborative Dialogue in Learning Pragmatics: Pragmatic-Related Episodes as an Opportunity for Learning Request-Making. Applied Linguistics 37:3 ► pp. 416 ff.
Taguchi, Naoko & YouJin Kim
2018. Chapter 1. Task-based approaches to teaching and assessing pragmatics. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 2 ff.
Van den Branden, Kris
2016. The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics 36 ► pp. 164 ff.
Bygate, Martin, John Norris & Kris van den Branden
2015. Task‐Based Language Teaching. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Calvert, Megan & Younghee Sheen
2015. Task-based language learning and teaching: An action-research study. Language Teaching Research 19:2 ► pp. 226 ff.
Kim, YouJin
2015. The Role of Tasks as Vehicles for Language Learning in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction, ► pp. 163 ff.
Sherris, Ari, Tachini Pete & Erin Haynes
2015. 6. Literacy and language instruction. In Language Endangerment [Cognitive Linguistic Studies in Cultural Contexts, 7], ► pp. 111 ff.
Yen Phuong, Hoang, Kris Van den Branden, Elke Van Steendam & Lies Sercu
2015. The impact of PPP and TBLT on Vietnamese students’ writing performance and self-regulatory writing strategies. ITL - International Journal of Applied Linguistics 166:1 ► pp. 37 ff.
East, Martin
2014. Mediating pedagogical innovation via reflective practice: a comparison of pre-service and in-service teachers’ experiences. Reflective Practice 15:5 ► pp. 686 ff.
East, Martin
2015. Taking communication to task – again: what difference does a decade make?. The Language Learning Journal 43:1 ► pp. 6 ff.
East, Martin
2017. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50:3 ► pp. 412 ff.
East, Martin
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.
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.
Révész, Andrea
2014. Task‐Based Learning: Research Methods. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Wang, Zhan & Peter Skehan
2014. Chapter 6. Structure, lexis, and time perspective: Influences on task performance. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5], ► pp. 155 ff.
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.
Li, Guofang & Xiaopeng Ni
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.
Li, Guofang & Xiaopeng Ni
2014. Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students' Achievement in English as a Foreign Language. In Computational Linguistics, ► pp. 1374 ff.
Sasayama, Shoko
2013. Book review: M East, Task-based language teaching from the teachers’ perspective: Insights from New Zealand. Language Teaching Research 17:4 ► pp. 506 ff.
Yang, Jie Chi & Hui Fen Hsu
2013. 2013 Second IIAI International Conference on Advanced Applied Informatics, ► pp. 166 ff.
Alwi, Nik Aloesnita Nik Mohd, Rebecca Adams & Jonathan Newton
2012. Writing to learn via text chat: Task implementation and focus on form. Journal of Second Language Writing 21:1 ► pp. 23 ff.
Brindley, Geoff
2012. Task‐Based Assessment. In The Encyclopedia of Applied Linguistics,
Kong, Dong-Kwan
2012. Task-based Language Teaching in an Advanced Korean Language Learning Program. The Korean Language in America 17:Special Issue 2012 ► pp. 32 ff.
Kong, Dong-Kwan
2012. Task-based Language Teaching in an Advanced Korean Language Learning Program. The Korean Language in America 17:Special Issue 2012 ► pp. 32 ff.
Ortega, Lourdes
2012. Epistemological diversity and moral ends of research in instructed SLA. Language Teaching Research 16:2 ► pp. 206 ff.
Reed, Beatrice Szczepek
2012. Prosody in Conversation: Implications for Teaching English Pronunciation. In Pragmatics and Prosody in English Language Teaching [Educational Linguistics, 15], ► pp. 147 ff.
Robinson, Peter & Roger Gilabert
2012. Task‐Based Learning: Cognitive Underpinnings. In The Encyclopedia of Applied Linguistics,
Skehan, Peter, Bei Xiaoyue, Li Qian & Zhan Wang
2012. The task is not enough: Processing approaches to task-based performance. Language Teaching Research 16:2 ► pp. 170 ff.
Hismanoglu, Murat & Sibel Hismanoglu
2011. Task-based language teaching: What every EFL teacher should do. Procedia - Social and Behavioral Sciences 15 ► pp. 46 ff.
Adams, Rebecca
2009. Recent publications on task‐based language teaching: a review. International Journal of Applied Linguistics 19:3 ► pp. 339 ff.
Andon, Nick & Johannes Eckerth
2009. Chacun à son gout? Task‐based L2 pedagogy from the teacher's point of view. International Journal of Applied Linguistics 19:3 ► pp. 286 ff.
Foster, Pauline
2009. Task‐based language learning research: expecting too much or too little?. International Journal of Applied Linguistics 19:3 ► pp. 247 ff.
[no author supplied]
2012. References. In Language Teaching Research and Language Pedagogy, ► pp. 349 ff.
This list is based on CrossRef data as of 27 september 2024. 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
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching