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2 results

  • 8 - Methodology of Task-Based Language Teaching

  • from Part III - Pedagogical Perspectives
  • Rod Ellis, University of Auckland, Peter Skehan, Birkbeck College, University of London, Shaofeng Li, Florida State University, Natsuko Shintani, Kansai University, Osaka, Craig Lambert, Curtin University, Perth
  • Book:
    Task-Based Language Teaching
    Published online:
    07 October 2019
    Print publication:
    17 October 2019, pp 208-240

  • Summary

    Chapter 8 considers the methodology for implementing tasks. It identifies a range of options relating to each of the three phases of a task-based lesson – the pre-task phase, the main task phase and the post-task phase. Pre-task options have three purposes; (1) to motivate students to perform the task, (2) to prepare them to perform it and (3) to encourage the use of strategies that will help them. Special attention is given to pre-task planning and the various ways in which this can be carried out. The key option in the main task phase is the within-task focus on form. Various ways of accomplishing this are considered – in particular corrective feedback. Of the post-task options, asking learners to repeat a task has attracted most attention from researchers. The chapter does not seek to be prescriptive but it does point to particular options that research has shown to be effective.