Article published in:Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference
Edited by Martin Bygate
[Task-Based Language Teaching 8] 2015
► pp. 303–320
Task-based language education
From theory to practice … and back again
Task-based language teaching has been claimed to promote language acquisition by inviting learners to use language for meaningful purposes and focus on form while doing so. In this article, a range of classroom observation studies conducted in Flanders (Belgium) are reported, vividly illustrating the many ways in which teachers reinterpret tasks which were designed by professional syllabus developers. Some of these reinterpretations appear to be at odds with the basic principles underpinning the rationale behind TBLT. Moreover, different learners reinterpret the same task in various ways, and this may have a profound impact on the interactional and mental activity that the task gives rise to, and the actual learning that results. As such, these studies indicate that the practice of task-based classroom activity can and should inform the theory-building behind TBLT as much as the theory has been claimed to inspire practitioners.
Published online: 05 November 2015
Cited by 4 other publications
Samuda, Virginia, Martin Bygate & Kris Van den Branden
Taguchi, Naoko & YouJin Kim
Van den Branden, Kris
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Berben, M., Van den Branden, K., & Van Gorp, K.
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