Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-fbnjt Total loading time: 0 Render date: 2024-11-10T13:58:29.178Z Has data issue: false hasContentIssue false

Preface The Origins and Growth of Task-Based Language Teaching

Published online by Cambridge University Press:  19 November 2021

By
Michael H. Long  and
Mohammad J. Ahmadian
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. xxv - xxxii
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Beretta, A. (1989). Attention to form or meaning? Error treatment in the Bangalore Project. TESOL Quarterly, 23(2), 283–303.Google Scholar
Beretta, A. (1990). Implementation of the Bangalore Project. Applied Linguistics, 11(4), 321–37.CrossRefGoogle Scholar
Bryfonski, L. and McKay, T. H. (2017). TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 23(5), 603–32.Google Scholar
Ellis, R. (1993). Second language acquisition and the structural syllabus. TESOL Quarterly, 27(1), 91–113.Google Scholar
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 16(2), 221–46.Google Scholar
Ellis, R. (2019). Towards a modular language curriculum for using tasks. Language Teaching Research, 23(4), 454–75.Google Scholar
Jordan, G. (2019). A response to Hughes. ELT Journal, 73(4), 456–58.Google Scholar
Jordan, G. and Gray, H. (2019). We need to talk about coursebooks. ELT Journal, 73(4), 438–46.Google Scholar
Long, M. H. (1985). A role for instruction in second language acquisition: task-based language teaching. In Hyltenstam, K. and Pienemann, M., eds. Modeling and assessing second language development. Bristol: Multilingual Matters, pp. 77–99.Google Scholar
Long, M. H. (2015). Second language acquisition and task-based language teaching. Oxford: Wiley-Blackwell.Google Scholar
Long, M. H. (2016). In defense of tasks and TBLT: Non-issues and real issues. Annual Review of Applied Linguistics, 36, 5–33.Google Scholar
Long, M. H. and Crookes, G. (1992). Three approaches to task-based language teaching. TESOL Quarterly, 26(1), 27–56.Google Scholar
Long, M. H. and Crookes, G. (1993). Units of analysis in syllabus design: The case for task. In Crookes, G. and Gass, S. M., eds. Tasks in pedagogical context. Integrating theory and practice. Bristol: Multilingual Matters, pp. 9–54.Google Scholar
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.Google Scholar
Prabhu, N. S. (1984). Procedural syllabuses. In Read, J. A. S., ed. Trends in Language Syllabus Design. Singapore: SEAMEO Regional Language Centre, pp. 272–80.Google Scholar
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.Google Scholar
Robinson, P. (1994). Comments on Rod Ellis’ “The structural syllabus and second language acquisition.” Implicit knowledge, second language learning and syllabus construction: motivating relationships. TESOL Quarterly, 28(1), 161–66.Google Scholar
Robinson, P. (1998). State of the art: SLA theory and second language syllabus design. The Language Teacher, 22(4), 7–14.Google Scholar
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62.Google Scholar
Skehan, P. (2002). A non-marginal role for tasks. ELT Journal, 56(3), 289–95.CrossRefGoogle Scholar
Van den Branden, K., ed. (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University Press.Google Scholar
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–81.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×