Task-based language teaching theory and practice
2019/10/07 by Rod Ellis, Peter Skehan, Shaofeng Li +2 · 3 citations
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Educational and Psychological Assessments #Second Language Acquisition and Learning #Second Language Learning and Teaching
paper · doi:10.1017/9781108643689
openalex publication_date 2020/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/15
Abstract
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students
Citations
- The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis
- Measuring spoken language: a unit for all reasons
- A Framework for the Implementation of Task-based Instruction
- Foreign Language Classroom Anxiety
- The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production
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- Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
- Recasts, Language Anxiety, Modified Output, and L2 Learning
- Language Anxiety: Differentiating Writing and Speaking Components
- Oral corrective feedback, foreign language anxiety and L2 development
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- Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity
- The Incidental Grammar Acquisition in Focus on Form and Focus on Forms Instruction for Young Beginner Learners
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- The Role of Consciousness in Second Language Learning1
- Patterns of Interaction in ESL Pair Work
- Analysing Student Teachers’ Codeswitching in Foreign Language Classrooms: Theories and Decision Making
- THE SIGNIFICANCE OF LEARNER'S ERRORS
- Teachers' and Learners' Reactions to a Task‐Based EFL Course in Thailand
- Complexity, Accuracy, and Fluency in Second Language Acquisition
- Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis
- Group Work, Interlanguage Talk, and Second Language Acquisition
- The Effects of Synchronous CMC on Speaking Proficiency and Anxiety: Text Versus Voice Chat
- Communicative and task-based language teaching in East Asian classrooms
- On Two Metaphors for Learning and the Dangers of Choosing Just One
- Own-language use in language teaching and learning
- Legislation by Hypothesis: The Case of Task-Based Instruction
- School Engagement: Potential of the Concept, State of the Evidence
- MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS
- Position paper: Moving task-based language teaching forward
- Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets
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