TBLT as a Researched Pedagogy

| Lancaster University
| University of Leuven
| Lancaster University
ISBN 9789027201218 | EUR 99.00 | USD 149.00
ISBN 9789027201201 | EUR 36.00 | USD 54.00
ISBN 9789027263728 | EUR 99.00/36.00*
| USD 149.00/54.00*
Bringing together experienced classroom researchers and teacher educators from different countries where tasks are playing an influential role in language education, this collected volume critically explores how TBLT research can engage with pedagogy, and how TBLT pedagogy can engage with research. A defining part of the TBLT project has always been a dual concern – both with the nature and use of tasks in language teaching, and with empirical research to guide and support classroom practitioners, the two concerns suggesting a central and reciprocal relationship between research and pedagogy. However, this relationship has at times been unbalanced, and its centrality has sometimes gone by default, problems which this volume aims to address. The introduction proposes criteria to improve the congruence between the research base of TBLT and the concerns and terms of reference of classroom practitioners. Using a range of methodologies, the individual chapters illustrate and explore different aspects of this theme. The book will be of interest to all those wishing to further their understanding of – and/or investigate – the use of TBLT in educational contexts.
[Task-Based Language Teaching, 12]  2018.  viii, 292 pp.
Publishing status: Available
Table of Contents
Series editors’ preface
Introduction: Towards a researched pedagogy for TBLT
Virginia Samuda, Martin Bygate and Kris Van den Branden
Chapter 1. How do beginning teachers conceptualise and enact tasks in school foreign language classrooms?
Martin East
Chapter 2. Teacher transformation of textbook tasks in Vietnamese EFL high school classrooms
Bao Trang Thi Nguyen, Jonathan Newton and David Crabbe
Chapter 3. Teacher perceptions and use of tasks in school ESL classrooms
Rhonda Oliver and Tatiana Bogachenko
Chapter 4. The challenges of integrating focus on form within tasks: Findings from a classroom research project in secondary EFL classrooms
Andreas Müller-Hartmann and Marita Schocker
Chapter 5. Optimal conditions for TBLT? A case study of teachers’ orientation to TBLT in the commercial EFL for adults sector in the UK
Nick Andon
Chapter 6. Task-based language teaching: How task-based is it really?
Goedele Vandommele, Kris Van den Branden and Koen Van Gorp
Chapter 7. Researching TBLT for young, beginner learners in Japan
Natsuko Shintani
Chapter 8. Promoting learning from second language speaking tasks: Exploring learner attitudes to the use of comparators and oral feedback
Tony Lynch
Chapter 9. Tasks in the pedagogic space: Using online discussion forum tasks and formative feedback to develop academic discourse skills at Master’s level
Nick Andon, Martin Dewey and Constant Leung
Chapter 10. Becoming a task-based teacher educator: A case study
Melissa Baralt
About the authors
Cited by

Cited by 11 other publications

Mohammad Javad Ahmadian & Michael H. Long
2021.  In The Cambridge Handbook of Task-Based Language Teaching, Crossref logo
Baralt, Melissa
2019. Reflections on Task-Based Language Teaching. ELT Journal 73:2  pp. 241 ff. Crossref logo
Borzova, Elena V. & Maria A. Shemanaeva
2020. MULTIFUNCTIONALITY IN UNIVERSITY FOREIGN LANGUAGE EDUCATION: FROM AIMS TO TECHNIQUES. Humanities & Social Sciences Reviews 8:4  pp. 1429 ff. Crossref logo
Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3  pp. 275 ff. Crossref logo
Newton, Jonathan
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 649 ff. Crossref logo
Qiu, Xuyan & Hong Cheng
2021. The effects of task types on L2 oral production and learner engagement. International Review of Applied Linguistics in Language Teaching 0:0 Crossref logo
Sasayama, Shoko
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 55 ff. Crossref logo
Serafini, Ellen J.
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 73 ff. Crossref logo
Spada, Nina
2021. Reflecting on task-based language teaching from an Instructed SLA perspective. Language Teaching  pp. 1 ff. Crossref logo
Tang, Xiaofei
2020. Task-based interactional sequences in different modalities. Applied Pragmatics 2:2  pp. 174 ff. Crossref logo
Van den Branden, Kris & Koen Van Gorp
2021. Introducing TASK. TASK. Journal on Task-Based Language Teaching and Learning 1:1  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 26 november 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:  2018019430 | Marc record