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:
© John Benjamins and others
Table of Contents
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Series editors’ preface | pp. VIII–IX
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Chapter 1. Task-based language teaching: introducing the reader.Kris Van den Branden, Martin Bygate and John M. Norris | pp. 1–13
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Section 1. Introducing task-based language teaching
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Section introJohn M. Norris, Martin Bygate and Kris Van den Branden | pp. 15–19
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Chapter 2. Towards task-based language learningChristopher N. Candlin | pp. 21–40
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Chapter 3. The concept of taskJohn M. Swales | pp. 41–56
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Chapter 4. Three approaches to task-based syllabus designMike Long and Graham Crookes | pp. 57–82
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Chapter 5. A framework for the implementation of task-based instructionPeter Skehan | pp. 83–108
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Chapter 6. Task-based research and language pedagogyRod Ellis | pp. 109–130
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Section 2. Curriculum, syllabus, and task design
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Section introJohn M. Norris, Martin Bygate and Kris Van den Branden | pp. 131–134
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Chapter 7. Task-based teaching and assessmentMike Long and John M. Norris | pp. 135–142
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Chapter 8. From needs to tasks: Language learning needs in a task-based approachPiet Van Avermaet and Sara Gysen | pp. 143–170
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Chapter 9. Choosing and using communication tasks for second language instructionTeresa Pica, Ruth Kanagy and Joseph Falodun | pp. 171–192
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Chapter 10. Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLAPeter Robinson | pp. 193–226
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Chapter 11. The TBL frameworkJane Willis | pp. 227–242
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Section 3. Variables affecting task-based learning and performance
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Section introJohn M. Norris, Martin Bygate and Kris Van den Branden | pp. 243–247
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Chapter 12. Effects of task repetition on the structure and control of oral languageMartin Bygate | pp. 249–274
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Chapter 13. The influence of planning and task type on second language performancePauline Foster and Peter Skehan | pp. 275–300
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Chapter 14. What do learners plan? Learner-driven attention to form during pre-task planningLourdes Ortega | pp. 301–332
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Chapter 15. Learner contributions to task designMichael P. Breen | pp. 333–356
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Chapter 16. The motivational basis of language learning tasksZoltán Dörnyei | pp. 357–378
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Chapter 17. Guiding relationships between form and meaning during task performance: The role of the teacherVirginia Samuda | pp. 379–400
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Chapter 18. Training teachers: Task-based as well?Kris Van den Branden | pp. 401–430
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Section 4. Task-based language assessment
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Section introJohn M. Norris, Martin Bygate and Kris Van den Branden | pp. 431–434
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Chapter 19. Task-centred language assessment in language learning: The promise and the challengeGeoff Brindley | pp. 435–454
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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
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Chapter 21. The role of task and task-based assessment in a content-oriented collegiate FL curriculumHeidi Byrnes | pp. 477–494
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Coda: Understanding TBLT at the interface between research and pedagogyMartin Bygate, John M. Norris and Kris Van den Branden | pp. 495–499
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Name index | pp. 501–505
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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
Gurzynski-Weiss, Laura, Madison Wray, Mackenzie Coulter-Kern & Johana Bernardo
Yixuan, Jing
Becerra-Posada, Tatiana & Diana Cristina Arroyo
Gonzalez‐Lloret, Marta
González‐Lloret, Marta
Huynh , Truong Sang & Van Loi Nguyen
Khezrlou, Sima
Kim, YouJin, Sanghee Kang, Meredith D’Arienzo & Naoko Taguchi
Santos, Sara
Taguchi, Naoko, Daniel H. Dixon, Yuqing Qin & Ying Chen
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
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
Torres, Julio & Nicole A. Vargas Fuentes
TREVISOL, Juliane Regina & Raquel Carolina Ferraz D’ELY
Fischer, Johann
Gatbonton, Elizabeth, Ildiko Pelczer, Conor Cook, Vivek Venkatesh, Christine Nochasak & Harriet Andersen
Liu, Chunyan & Rui Guo
Thi, Nguyen Anh & Phuong Hoang Yen
Ting, Yen-Ling Teresa
Yang, Weiwei & YouJin Kim
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
del Pilar García Mayo, María
del Pilar García Mayo, María
García Mayo, María del Pilar
Han, ZhaoHong & Eun Young Kang
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.
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
Jackson, Daniel O. & Alfred Rue Burch
Kurek, Malgorzata & Andreas Müller-Hartmann
Lee, Cynthia, Alexander Seeshing Yeung & Tiffany Ip
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
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
Dolgova Jacobsen, Natalia
Purpura, James E.
Taguchi, Naoko & Youjin Kim
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
Bygate, Martin, John Norris & Kris van den Branden
Calvert, Megan & Younghee Sheen
Kim, YouJin
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
East, Martin
East, Martin
East, Martin
East, Martin
Révész, Andrea
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
Li, Guofang & Xiaopeng Ni
Li, Guofang & Xiaopeng Ni
Sasayama, Shoko
Yang, Jie Chi & Hui Fen Hsu
Alwi, Nik Aloesnita Nik Mohd, Rebecca Adams & Jonathan Newton
Kong, Dong-Kwan
Kong, Dong-Kwan
Ortega, Lourdes
Reed, Beatrice Szczepek
Robinson, Peter & Roger Gilabert
Skehan, Peter, Bei Xiaoyue, Li Qian & Zhan Wang
Hismanoglu, Murat & Sibel Hismanoglu
Adams, Rebecca
Andon, Nick & Johannes Eckerth
Foster, Pauline
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