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. 165–198
Chapter 6Task-based language teaching
How task-based is it really?
The purpose of the study described in this chapter was to explore the classroom practices of teachers with varying degrees of experience in task-based language teaching (TBLT) while using a task-based syllabus. In particular, we wanted to assess the extent to which their actual classroom practices are in line with the main tenets of the task-based approach. We observed four teachers as they were team teaching in pairs during a two-week summer school for adolescent newcomers with high-beginner proficiency levels of Dutch. Results indicate that the classroom practices of both teaching teams lived up to the main principles of TBLT. On the whole, the classroom practice of the more experienced team of teachers was systematically rated higher. The classroom practice of the inexperienced team was found to be consistent with three out of the five principles that were rated, namely “Promote Learning by Doing”, “Focus on Form” and “Provide Input and Opportunities to Produce Output”. However, two other principles (“Provide Negative Feedback” and “Individualize Instruction”) were virtually absent in teachers’ use of tasks. The experienced team was found to implement some of the principles during all activities, while others seemed much more context-dependent. This study may deepen our insight into the different features of TBLT, in particular regarding core and more peripheral features of TBLT. Ultimately, it can guide qualitative training of teachers new to TBLT.
- Implementing TBLT
- TBLT as an innovation
- Package deal or separate components?
- Background and context of data collection
- L2 learners
- The classes
- The four teachers
- The task-based syllabus
- Task sampling
- The tasks
- Task 1 (first day of the intervention): Statements on Belgium
- Task 2 (third day of the intervention): Storyboard: A newcomers’ day in Belgium
- Task 3 (fifth day of the intervention): Invitation to the party
- Task 4 (seventh day of the intervention): Contrasts in memory
- Data collection
- Instrument for the general assessment of core TBLT principles
- MP2: Promote Learning by Doing (1)
- MP4: Provide Rich and Substantial Input (2)
- MP6: Focus on Form (3)
- MP7: Provide Negative Feedback (4)
- MP10: Individualize instruction (5)
- Scoring procedure
- General ratings
- Variation across tasks
- Ratings of principles
- Variation in ratings of principles
- Illustrative examples: The Memory Task
- Illustrative examples from the Memory Task in Class A
- Case 1: Teacher-learner interaction during the main phase in Class A
- Case 2: Teacher-learner interaction during main phase in Class A
- Illustrative examples from the Memory Task in Class B
- Case 3: Teacher-learner interaction during main phase in Class B
- Case 4: Teacher-learner interaction during main phase in Class B, Task 4
- Conclusion and suggestions for further research
Published online: 01 November 2018
Andon, N., & Eckerth, J.
Berben, M., Van den Branden, & Van Gorp, K.
(2007) We’ll see what happens: tasks on paper and tasks in a multilingual classroom. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.) Tasks in action: Task-based language education from a classroom-based perspective (pp. 32–67). Newcastle upon Tyne: Cambridge Scholars.
(2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.
Calvert, M., & Sheen, Y.
(2007) The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595–608.
(2009) Revisiting the TBLT versus PPP Debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49–66.
Coughlan, P., & Duff, P. A.
(1994) Same task, different activities: Analysis of a SLA task from an activity theory perspective. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 173–193). Norwood, NJ: Ablex.
Council of Europe
(2011) Common European framework of reference for languages: Learning, teaching, assessment. Council of Europe. http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Doughty, C. J., Varela, E. et al.
(1998) Communicative focus on form. In C. J. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114–138). Cambridge: Cambridge University Press.
Doughty, C. J., & Williams, J.
(Eds.) (1998) Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R., & Shintani, N.
Keck, C., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S.
Legutke, M., & Thomas, H.
(2014) Second language acquisition and task-based language teaching. Chichester: John Wiley & Sons.
Long, M. H. & Doughty, C. J.
Mackey, A., & Goo, J.
(2007) Interaction research in SLA:A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 407–453). Oxford: Oxford University Press.
McDonough, K., & Chaikitmongkol, W.
Norris, J. M.
Skehan, P., Willis, J., & Willis, D.
(1996) Second language acquisition research and task-based instruction. Readings in Methodology, 13.
Stoll, L., Hulshof, M., Nusche, D., & Shewbridge, C.
(2011) OECD reviews of evaluation and assessment in education: School evaluation in the Flemish Community of Belgium 2011. OECD Publishing. Retrieved from http://www.keepeek.com/Digital-Asset-Management/oecd/education/oecd-reviews-of-evaluation-and-assessment-in-education-belgium-flemish-community-2011_9789264116726-en#page21
Van den Branden, K.
Van den Branden, K., Bygate, M., & Norris, J. M.
(Eds.) (2009) Task-based language teaching: A reader. Amsterdam: John Benjamins.
Cited by 3 other publications
No author info given
Van den Branden, Kris & Koen Van Gorp
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.