Chapter published in:
TBLT as a Researched Pedagogy
Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate
[Task-Based Language Teaching 12] 2018
► pp. 7196
Barnard, R., & Nguyen, G. V.
(2010) Task-based language teaching (TBLT): A Vietnamese case study using narrative frames to elicit teachers’ beliefs. Language Education in Asia, 1, 77–86. CrossrefGoogle Scholar
Bourque, L., & Fielder, E.
(2002) How to conduct self-administered and mail surveys. Thousand Oaks, CA: Sage .Google Scholar
Brandle, K.
(2008) Communicative language teaching in action: Putting principles to work. Upper Saddle River, NJ: Prentice Hall.Google Scholar
Bygate, M., Skehan, P., & Swain, M.
(2001) Introduction. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogical tasks: Second language learning, teaching, and testing (pp. 1–21). Harlow: Longman.Google Scholar
Candlin, C.
(1987) Towards task-based language learning. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 5–22). London: Prentice Hall.Google Scholar
Candlin, C. N.
(2001) Afterword: taking the curriculum to task. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (p. 235). Harlow: Longman.Google Scholar
Candlin, C., & Murphy, D.
(Eds.) (1987) Language learning tasks. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Carless, D.
(2002).Implementing task-based learning with young learners. ELT Journal, 56, 389–396. CrossrefGoogle Scholar
(2003) Factors in the implementation of task-based teaching in primary schools. System, 31, 485–500. CrossrefGoogle Scholar
(2004) Issues in teachers’ reinterpretation of a task-based innovation in Primary schools. TESOL Quarterly, 38, 639–662. CrossrefGoogle Scholar
(2007) The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35, 595–608. CrossrefGoogle Scholar
Cheng, X., & Samuel, M.
(2011) Perceptions and implementation of task-based language teaching among secondary school EFL teachers in China. International Journal of Business and Social Science, 2(24), 292–302.Google Scholar
De Vaus, D. A.
(1991) Surveys in social research (3rd ed.). London: UCL Press.Google Scholar
East, M.
(2012) Task-based language teaching from the teachers’ perspective: Insights from New Zealand. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Ellis, R.
(1994) The study of second language acquisition. Oxford: Oxford University Press.Google Scholar
(2000) Task-based research and language pedagogy. Language Teaching Research, 4(3), 193–220. CrossrefGoogle Scholar
(2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. CrossrefGoogle Scholar
Government of the Socialist Republic of Vietnam
(2008) Decision No. 1400/QĐ-TTg on the approval of the project entitled “Teaching and Learning Foreign Languages in the National Education System, Period 2008–2020”. Hanoi: Vietnam.Google Scholar
Hewitt-Taylor, J.
(2001) Use of constant comparative analysis in qualitative research. Nursing Standard, 15(42), 39–42. CrossrefGoogle Scholar
Hui, O. L.
(2004) Teachers’ perceptions of task-based language teaching: Impact on their teaching approaches. The HKU Scholars Hub, University of Hong Kong. Retrieved from http://​hub​.hku​.hk​/handle​/10722​/32168Google Scholar
Jeon, I-J., & Hahn, J-W.
(2006) Exploring EFL teachers’ perceptions and task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL journal, 8(1), 123–143.Google Scholar
Kim, Y., & McDonough, K.
(2011) Using pretask modelling to encourage collaborative learning opportunities. Language Teaching Research, 15(2), 183–199. CrossrefGoogle Scholar
Kollmann, V.
(2005) Aspects of current language teaching practices with a special focus on task. (Unpublished doctoral dissertation). ECU, WA.Google Scholar
Littlewood, W.
(2007) Communicative and task-based language teaching in East Asian classrooms. A plenary paper presented at the International Conference of the Korean Association for Teachers of English. Language Teaching, 40, 243–249. CrossrefGoogle Scholar
Long, M. H.
(1985) Input and second language acquisition theory. In S. M. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 377–393). Cambridge, MA: Newbury House.Google Scholar
(2005) Second language needs analysis. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Long, M., & Crookes, G.
(1992) Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27–56. CrossrefGoogle Scholar
Long, M., & Norris, J.
(2000) Task-based language teaching and assessment. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 597–603). London: Routledge.Google Scholar
(2009) Task-based teaching and assessment. In K. Van den Branden, M. Bygate & J. M. Norris (Eds.), Task-Based Language Teaching. A reader (pp. 135–142). Amsterdam: John Benjamins.Google Scholar
Mackey, A., & Oliver, R.
(2002) Interactional feedback and children’s L2 development. System, 30, 459–477. CrossrefGoogle Scholar
Mangione, T. W.
(1995) Introduction. In T. W. Mangione (Ed.), Mail surveys (pp. 1–8). Thousand Oaks, CA: Sage. CrossrefGoogle Scholar
McAllister, J., Narcy-Combes, M-F., & Starkey-Perret, R.
(2012) Language teachers’ perceptions of a task-based learning program in a French University. In A. Shehadeh & C. A. Coombe (Eds.), Task-based language learning and teaching in foreign language contexts: Research and implementation (pp. 313–342). Amsterdam: John Benjamins. CrossrefGoogle Scholar
McDonough, K., & Chaikitmongkol, W.
(2007) Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41(1), 107–132. CrossrefGoogle Scholar
Nunan, D.
(1989) Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.Google Scholar
(2004) Task-based language teaching. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Ogilvie, G., & Dunn, W.
(2010) Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14(2), 161–181. CrossrefGoogle Scholar
Oliver, R., & Mackey, A.
(2003) Interactional context and feedback in child ESL classrooms. Modern Language Journal, 87(4), 519–533. CrossrefGoogle Scholar
Philp. J., Oliver, R., & Mackey, A.
(2006) The impact of planning time on children’s task-based interactions. System, 34(4), 547–565. CrossrefGoogle Scholar
Richards, J. C., & Rodgers, T. S.
(2001) Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Robinson, P.
(2011) Task-based language learning: A review of issues. Language Learning, 61(Suppl.1), 1–36. CrossrefGoogle Scholar
Samuda, V.
(2009) Guiding relationships between form and meaning during task performance: The role of the teacher. In K. Van den Branden, M. Bygate, & J. M. Norris (Eds.), Task-Based Language Teaching: A reader (pp. 379–400). Amsterdam: John Benjamins.Google Scholar
Samuda, V., & Bygate, M.
(2008) Tasks in second language learning. Houndmills: Palgrave Macmillan.CrossrefGoogle Scholar
Skehan, P.
(1996) A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62. CrossrefGoogle Scholar
Swain, M.
(1995) Three functions of output in second language learning. In G. Cook & B. Seidlhoffer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125–144). Oxford: Oxford University Press.Google Scholar
Van Avermaet, P., Colpin, M.
, Van Gorp, K., Bogaert, N., & Van den Branden, K. (2006) The role of a teacher in task-based language teaching. In K. Van den Branden (Ed.), Task-based language education: From theory to practice (pp. 175–196). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Van den Branden, K.
(Ed.) (2006) Task-based language education: From theory to practice. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
, Van Gorp, K., & Verhelst, M. (Eds.) (2007) Tasks in action: Task-based language education from a classroom-based perspective. Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Widdowson, H. G.
(1998a) Skills, abilities, and contexts of reality. Annual Review of Applied Linguistics, 18, 323–333. CrossrefGoogle Scholar
(1998b) The theory and practice of critical discourse analysis. Applied Linguistics, 19, 136–151. CrossrefGoogle Scholar
Willis, D., & Willis, J.
(2001) Task-based language learning. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 173–179). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2007) Doing task-based teaching. Oxford: Oxford University Press.Google Scholar
Willis, J.
(1996) A framework for task-based learning. Harlow: Longman.Google Scholar
(1998) Task-based learning. English Teaching Professional, 9, 3–6.Google Scholar
Zhang, E. Y.
(2007) TBLT innovation in primary school English language teaching in mainland China. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.), Tasks in action: Task-based language education from a classroom-based perspective (pp. 68–91). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Zheng, X., & Borg, S.
(2014) Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research, 18(2), 205–221. CrossrefGoogle Scholar
Cited by

Cited by 3 other publications

No author info given
2022.  In Pedagogical Realities of Implementing Task-Based Language Teaching [Task-Based Language Teaching, 14], Crossref logo
Bryfonski, Lara
2021. From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research  pp. 136216882110265 ff. Crossref logo
Martínez-Adrián, María, M. Juncal Gutiérrez-Mangado, Francisco Gallardo-del-Puerto & María Basterrechea
2021. Language-related episodes by young CLIL learners. Language Teaching for Young Learners 3:2  pp. 214 ff. Crossref logo

This list is based on CrossRef data as of 31 march 2022. 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.