Cover not available
Part of
TBLT as a Researched Pedagogy
Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate
[Task-Based Language Teaching 12] 2018
► pp. 1–22

Introduction

Towards a researched pedagogy for TBLT

| Independent
| Lancaster University
| University of Leuven
Article outline
  • Relationships between TBLT research and TBLT pedagogy
  • Directionality in TBLT research
  • Relevance in TBLT research
  • Transparency in TBLT research
  • ‘Towards’ a researched pedagogy …
  • The scope of the volume
  • Conclusion
  • Notes
  • References
Published online: 1 November 2018
DOI logo
https://doi.org/10.1075/tblt.12.01sam
References
Ahmadian, M. J., & Garcia Mayo, M. P.
(2017) Recent perspectives on task-based learning and teaching. Berlin: De Gruyter Mouton.DOI logoGoogle Scholar
Alexander, R.
(2013) Essays on pedagogy. New York, NY: Taylor and Francis.DOI logoGoogle Scholar
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.DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Boderé, A., & Jaspaert, K.
(2016) Six-year-olds’ learning of novel words through addressed and overheard speech. Journal of Child Language, 44, 1163–1191.DOI logoGoogle Scholar
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.Google Scholar
Benevides, M., & Valvona, C.
(2008) Widgets. New York, NY: Pearson.Google Scholar
Brumfit, C.
(1984) Communicative methodology in language teaching: The roles of fluency and accuracy. Cambridge: Cambridge University Press.Google Scholar
Bygate, M.
(2000) Introduction to special issue: ‘Tasks in language pedagogy’. Language Teaching Research, 4(3), 185–192. DOI logoGoogle Scholar
(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.DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Byrnes, H.
(2015) Linking ‘task’ and curricular thinking: An affirmation of the TBLT educational agenda. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 193–224). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Calvert, M., & Sheen, Y.
(2014) Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226–244. DOI logoGoogle Scholar
Cameron, L. J., Moon, J., & Bygate, M.
(1996) Development of bilingual pupils in the mainstream. Language and Education, 10(4), 221–236. DOI logoGoogle Scholar
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.Google Scholar
Carless, D.
(2003) Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485–500. DOI logoGoogle Scholar
(2004) Issues in teachers’ re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639–662. DOI logoGoogle Scholar
(2009) Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49–66.Google Scholar
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.Google Scholar
East, M.
(2012) Task-based learning from the teachers’ perspective. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Ellis, R.
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar
2003 “Designing a task-based syllabus.” RELC Journal 34 (1): 64–81.DOI logoGoogle Scholar
(2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. DOI logoGoogle Scholar
(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. DOI logoGoogle Scholar
(2017) Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507–526.DOI logoGoogle Scholar
Erlam, R.
(2016) ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20(3), 279–299.DOI logoGoogle Scholar
González-Lloret, M., & Nielson, K. B.
(2015) Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19(5), 525–549. DOI logoGoogle Scholar
González-Lloret, M.
(2017) TBLT in technology-mediated contexts. Plenary, 7th International TBLT Conference, University of Barcelona, Spain.Google Scholar
Jackson, D. O., & Burch, A. R.
(Eds.) (2017) Complementary perspectives on task-based classroom realities. TESOL Quarterly, 51(3), 489–746.DOI logoGoogle Scholar
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.DOI logoGoogle Scholar
Littlewood, W.
(2007) Communicative and task-based learning in East Asian classrooms. Language Teaching, 40, 243–249. DOI logoGoogle Scholar
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.DOI logoGoogle Scholar
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.Google Scholar
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.Google Scholar
Long, M. H.
(2015) Second language acquisition and task-based language teaching. Oxford: Wiley-Blackwell.Google Scholar
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.Google Scholar
McDonough, K., & Chaikitmongkol, W.
(2007) Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41, 107–132. DOI logoGoogle Scholar
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.Google Scholar
Mohan, B. A., Slater, T., Beckett, G. H., & Tong, E.
(2015) Tasks, experiential learning, and meaning making activities: A functional approach. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 157–192). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Müller-Hartmann, A., & Schocker-v.Ditfurth, M.
(2011) Teaching English: Task-supported language learning. Paderborn: Verlag Ferdinand Schöningh.Google Scholar
Newton, J., Seals, C., & Ash, M
(2017) Translanguaging in task-based learning. Presentation at 7th International TBLT Conference, University of Barcelona, Spain.Google Scholar
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.Google Scholar
Norris, J. M.
(2015) Thinking and acting programmatically in task-based language teaching: Essential roles for program evaluation. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 27–58). Amsterdam: John Benjamins. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Phuong, Y., Van den Branden, K., Van Steendam, E., & Sercu, L.
(2015) The impact of PPP and TBLT on Vietnamese students’ writing performance and self-regulatory writing strategies. ITL International Journal of Applied Linguistics, 166, 37–93. DOI logoGoogle Scholar
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.DOI logoGoogle Scholar
Robinson, P.
(2001) Task complexity, task difficulty, and task productions: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57. DOI logoGoogle Scholar
(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.Google Scholar
(2015) The Cognition Hypothesis, second language task demands and the SSARC model of pedagogic task sequencing. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 87–122). Amsterdam: John Benjamins. DOI logoGoogle Scholar
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.Google Scholar
(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. DOI logoGoogle Scholar
Samuda, V., & Bygate, M.
(2008) Tasks in second language learning. Houndmills: Palgrave Macmillan.DOI logoGoogle Scholar
Shavelson, R. J., & Stern, P.
(1981) Research on teachers’ pedagogical thoughts, judgments decisions, and behaviour. Review of Educational Research, 51(4), 455–498. DOI logoGoogle Scholar
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.DOI logoGoogle Scholar
Shintani, N.
(2016) Input-based tasks in foreign language instruction for young learners. Amsterdam: John Benjamins.DOI logoGoogle Scholar
Skehan, P.
(1996) A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62. DOI logoGoogle Scholar
(1998) A cognitive approach to language learning. Oxford: Oxford University Press.Google Scholar
(2015) Limited attention capacity and cognition: Two hypotheses regarding second language performance on tasks. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 123–156). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Swaffer, J., Arens, K., & Morgan, M.
(1982) Teacher classroom practices: Redefining method as task hierarchy. Modern Language Journal, 66(1), 24–33. DOI logoGoogle Scholar
Van den Branden, K.
(Ed (2006) Task-based language teaching: From theory to practice. Cambridge: CUP. DOI logoGoogle Scholar
(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. DOI logoGoogle Scholar
(2015) Task-based language education: From theory to practice … and back again. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 303–320). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2016) The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–181.DOI logoGoogle Scholar
Van Gorp, K., & Van den Branden, K.
(2015) Teachers, pupils and tasks: The genesis of dynamic learning opportunities. System, 54, 28–39. DOI logoGoogle Scholar
Willis, J.
(1996) A framework for task-based learning. Harlow: Addison Wesley Longman.Google Scholar
Willis, D., & Willis, J.
(2007) Doing task-based teaching. Oxford: Oxford University Press.Google Scholar
Cited by

Cited by 7 other publications

Bryfonski, Lara
2021. From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research ► pp. 136216882110265 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Kozlova, Iryna
2022. Framework for 3D Task Design. In Research Anthology on Virtual Environments and Building the Metaverse, ► pp. 570 ff. DOI logo
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. DOI logo
Norris, John M.
2021. The Long road to TBLT. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 162 ff. DOI logo

This list is based on CrossRef data as of 22 april 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.