Task-Based Language Teaching in Foreign Language Contexts

This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.

Gregory Hadley, Niigata University of International and Information Studies, in System XXX (1-2), 2014:
Task-Based Language in Foreign Language Contexts successfully showcases the work of practitioners seeking to discover how to better implement TBLT in their classes. The book provides a wealth of helpful examples in the form of class materials and research inventories, all of which can be found in the appendices. This book would serve as a helpful resource for graduate students looking for examples of classroom research on TBLT. The questions and findings of the contributors will certainly stimulate lively debate as well as the desire for further investigation, especially among those committed to researching the efficacy of TBLT in second language classrooms around the world.