Ahmadian, M. J., & Garcia Mayo, M. P. (2017). Recent perspectives on task-based learning and teaching. Berlin: De Gruyter Mouton.
Alexander, R. (2013). Essays on pedagogy. New York, NY: Taylor and Francis.
Alexopoulou, T., Michel, M. C., Murakami, A., & Detmar, M. (2017). Task effects on linguistic complexity and accuracy: A large-scale learner corpus analysis employing Natural Language Processing techniques. Language Learning, 67(Suppl.1), 180–208.
Andon, N., & Eckerth, J. (2009) Chacun à son gout? Task-based pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19(3), 286–310.
Boderé, A., & Jaspaert, K. (2016). Six-year-olds’ learning of novel words through addressed and overheard speech. Journal of Child Language, 44, 1163–1191.
Berben, M., Van den Branden, K., & Van Gorp, K. (2007). ‘We’ll see what happens: Tasks on paper and tasks in a multilingual classroom. In K. Van den Branden & M. Verhelst (Eds.), Tasks in action: Task-based language education from a classroom-based perspective (pp. 32–67). Newcastle upon Tyne: Cambridge Scholars.
Benevides, M., & Valvona, C. (2008). Widgets. New York, NY: Pearson.
Brumfit, C. (1984). Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge: Cambridge University Press.
Bygate, M. (2000). Introduction to special issue: ‘Tasks in language pedagogy’. Language Teaching Research, 4(3), 185–192.
Bygate, M. (2017). Dynamic Systems Theory and the issue of predictability in task-based language: Some implications for research and practice in TBLT. In M. J. Ahmadian & M. P. Garcia Mayo (Eds.), Recent perspectives on task-based learning and teaching (pp. 143–166). Berlin: De Gruyter Mouton.
Bygate, M., Norris, J. M., & Van den Branden, K. (2015). Task-based language teaching. In C. Chapelle (Ed.), Blackwell encyclopedia of applied linguistics. Oxford: Blackwell.
Calvert, M., & Sheen, Y. (2014). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226–244.
Cameron, L. J., Moon, J., & Bygate, M. (1996). Development of bilingual pupils in the mainstream. Language and Education, 10(4), 221–236.
Candlin, C. N. (1987). Towards task-based language learning. In C. N. Candlin & D. F. Murphy (Eds.), Language learning tasks (pp. 5–22). London: Prentice Hall.
Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485–500.
Carless, D. (2004). Issues in teachers’ re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639–662.
Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49–66.
Drijkoningen, J. (2017). Wheels of change. Insights into the professional development of teachers of Dutch as a second language.( Unpublished doctoral dissertation). University of Leuven, Belgium.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246.
Ellis, R. (2015). Teachers evaluating tasks. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 247–270). Amsterdam: John Benjamins.
Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507–526.
Erlam, R. (2016). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20(3), 279–299.
González-Lloret, M., & Nielson, K. B. (2015). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19(5), 525–549.
González-Lloret, M. (2017). TBLT in technology-mediated contexts. Plenary, 7th International TBLT Conference, University of Barcelona, Spain.
Jackson, D. O., & Burch, A. R. (Eds.). (2017). Complementary perspectives on task-based classroom realities. TESOL Quarterly, 51(3), 489–746.
Kramsch, C., & Narcy-Combes, J.-P. (2017). From social tasks to language development: Coping with historicity and subjectivity. In M. J. Ahmadian & M. P. Garcia Mayo (Eds.), Recent perspectives on task-based learning and teaching (pp. 195–213). Berlin: De Gruyter Mouton.
Littlewood, W. (2007). Communicative and task-based learning in East Asian classrooms. Language Teaching, 40, 243–249.
Li, S., Ellis, R., & Zhu, Y. (2016). Task-based versus task-supported language instruction: An experimental study. Annual Review of Applied Linguistics, 36, 205–229.
Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77–99). Clevedon: Multilingual Matters.
Long, M. H., & Crookes, G. (1993). Units of analysis in syllabus design: The case for task. In G. Crookes & S. M. Gass (Eds.), Tasks in pedagogical context: Integrating theory and practice (pp. 9–54). Clevedon: Multilingual Matters.
Long, M. H. (2015). Second language acquisition and task-based language teaching. Oxford: Wiley-Blackwell.
Marsden, E., Mackey A., & Plonsky, L. (2016). The IRIS Repository: Advancing research practice and methodology. In A. Mackey & E. Marsden (Eds.), Advancing methodology and practice: The IRIS repository of instruments for research into second languages (pp. 1–21). New York, NY: Routledge.
McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41, 107–132.
Michel, M. C., & Smith, B. (2017). Eye-tracking research in computer-mediated language learning. In S. Thorne & S. May (Eds.), Language and technology (pp. 1–12). Berlin: Springer.
Müller-Hartmann, A., & Schocker-v.Ditfurth, M. (2011). Teaching English: Task-supported language learning. Paderborn: Verlag Ferdinand Schöningh.
Newton, J., Seals, C., & Ash, M. (2017). Translanguaging in task-based learning. Presentation at 7th International TBLT Conference, University of Barcelona, Spain.
Nitta, R., & Baba, K. (2014). Task repetition and L2 writing development: A longitudinal study from a Dynamic Systems perspective. In H. Byrnes & R. Manchón (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 107–136). Amsterdam: John Benjamins.
Ortega, L., & González-Lloret, M. (2015). Staking out the territory of technology-mediated TBLT. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 59–86). Amsterdam: John Benjamins.
Révész, A., & Gurzynski-Weiss, L. (2016). Teachers’ perspectives on second language task difficulty: Insights from think-alouds and eye tracking. Annual Review of Applied Linguistics, 36, 182–204.
Robinson, P. (2001). Task complexity, task difficulty, and task productions: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57.
Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. In M. P. Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp. 7–26). Clevedon: Multilingual Matters.
Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 119–140). Harlow: Pearson Education.
Samuda, V. (2015). Tasks, design, and the architecture of pedagogical spaces. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 271–302). Amsterdam: John Benjamins.
Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Houndmills: Palgrave Macmillan.
Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments decisions, and behaviour. Review of Educational Research, 51(4), 455–498.
Shehadeh, A. (2005). Task-based language learning and teaching: Theories and applications. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks (pp.13–30). Houndmills: Palgrave Macmillan.
Swaffer, J., Arens, K., & Morgan, M. (1982). Teacher classroom practices: Redefining method as task hierarchy. Modern Language Journal, 66(1), 24–33.
Van den Branden, K. (Ed.) (2006). Task-based language teaching: From theory to practice. Cambridge: CUP.
Van den Branden, K. (2009). Mediating between predetermined order and complete chaos: The role of the teacher in task-based language education. IJAL International Journal of Applied Linguistics, 19(3), 264–285.
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–181.
Van Gorp, K., & Van den Branden, K. (2015). Teachers, pupils and tasks: The genesis of dynamic learning opportunities. System, 54, 28–39.
Willis, J. (1996). A framework for task-based learning. Harlow: Addison Wesley Longman.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
Cited by (7)
Cited by seven other publications
Gutiérrez, Xavier
2024. Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions. Language Teaching Research
Chan, Hang
2022. Adapting the task‐based methodology for learners with intellectual disabilities: Five key facets for consideration. International Journal of Applied Linguistics 32:3 ► pp. 459 ff.
Li, Jie & Weicheng Zou
2022. A study of pre-service teachers’ perceptions of task-based language teaching via metaphor analysis in a Chinese context. Journal of Education for Teaching 48:5 ► pp. 508 ff.
HASEGAWA, ATSUSHI
2021. Sociomateriality of Semiscripted Pair‐Work Prompts in Beginner‐Level Japanese‐as‐a‐Foreign‐Language Classrooms. The Modern Language Journal 105:S1 ► pp. 65 ff.
Kozlova, Iryna
2021. Framework for 3D Task Design. In Implementing Augmented Reality Into Immersive Virtual Learning Environments [Advances in Educational Technologies and Instructional Design, ], ► pp. 34 ff.
Kozlova, Iryna
2022. Framework for 3D Task Design. In Research Anthology on Virtual Environments and Building the Metaverse, ► pp. 570 ff.
Norris, John M.
2021. The Long road to TBLT. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 162 ff.
This list is based on CrossRef data as of 7 november 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.