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1 - The Pedagogic Background to Task-Based Language Teaching

from Part I - Introduction

Published online by Cambridge University Press:  07 October 2019

Rod Ellis ,
Peter Skehan ,
Shaofeng Li ,
Natsuko Shintani  and
Craig Lambert
Rod Ellis
Affiliation:
University of Auckland
Peter Skehan
Affiliation:
Birkbeck College, University of London
Shaofeng Li
Affiliation:
Florida State University
Natsuko Shintani
Affiliation:
Kansai University, Osaka
Craig Lambert
Affiliation:
Curtin University, Perth
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Summary

This chapter outlines a number of key issues that will be addressed more fully in subsequent chapters. We trace the origins of TBLT in communicative language teaching and second language acquisition research. We then examine the developments that have taken place in TBLT, pointing to the multiple influences that have helped to shape its evolution. We address key issues such as how to define ‘task’, how tasks have been classified, how they can be sequenced into a syllabus and how a complete lesson can be built around a task. We also discuss the use of tasks in computer-mediated language teaching and task-based assessment. We introduce the key construct of ‘focus-on-form’ and explain its importance in TBLT and consider the difference between ‘task-based’ and ‘task-supported’ language teaching.

Keywords

early proposalssubsequent developmentsassessmentevaluating TBLTcritiques of TBLT
Type
Chapter
Information
Task-Based Language Teaching
Theory and Practice
 , pp. 3 - 26
Publisher: Cambridge University Press
Print publication year: 2019

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