TBLT as a Researched Pedagogy

Virginia Samuda | Lancaster University
ORCID logoKris Van den Branden | University of Leuven
Martin Bygate | 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*
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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
Cited by

Cited by 14 other publications

Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Baralt, Melissa
2019. Reflections on Task-Based Language Teaching. ELT Journal 73:2  pp. 241 ff. DOI logo
Borzova, Elena V. & Maria A. Shemanaeva
Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3  pp. 275 ff. DOI logo
Jackson, Daniel O.
2022. Task-Based Language Teaching, DOI logo
Newton, Jonathan
2021. The Adoption of Task-Based Language Teaching in Diverse Contexts. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 649 ff. DOI logo
Qiu, Xuyan & Hong Cheng
2022. The effects of task types on L2 oral production and learner engagement. International Review of Applied Linguistics in Language Teaching 60:4  pp. 1063 ff. DOI logo
Sasayama, Shoko
2021. Why Task? Task as a Unit of Analysis for Language Education. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 55 ff. DOI logo
Serafini, Ellen J.
2021. Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 73 ff. DOI logo
Spada, Nina
2022. Reflecting on task-based language teaching from an Instructed SLA perspective. Language Teaching 55:1  pp. 74 ff. DOI logo
Tang, Xiaofei
2020. Task-based interactional sequences in different modalities. Applied Pragmatics 2:2  pp. 174 ff. DOI logo
Tigchelaar, Magda, Virginia David, Amira Eldemerdash, Selena Protacio & Susan Piazza
2023. K-12 content teachers designing language tasks: A follow-up to Erlam, 2016. Language Teaching Research  pp. 136216882211484 ff. DOI 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. DOI logo
[no author supplied]

This list is based on CrossRef data as of 8 march 2023. 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.


Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2018019430 | Marc record