John Benjamins Publishing Company
TBLT
Abstract
Developed since the early 1980s, Task-Based Language Teaching (TBLT) is informed by theory and research findings in instructed second language acquisition (ISLA), as well as general educational theory and practice, and responds to the growing demand for language programs tailored for learners with distinct functional needs in a second language (L2). The paper reviews TBLT’s rationale and psycholinguistic underpinnings, and then briefly describes procedures, problems, and findings in each of the six basic steps and components in designing, implementing, and evaluating a TBLT program – needs analysis, syllabus design, materials development, methodological principles and pedagogic procedures, student assessment, and course evaluation – before considering optimal and less than optimal settings for TBLT’s adoption. Expanded and modified considerably in response to developments in ISLA theory, research findings, and classroom implementation over the past 30+ years, TBLT remains a work in progress. As theorists, researchers, and practitioners, we are building the road as we travel.
Abstract
Developed since the early 1980s, Task-Based Language Teaching (TBLT) is informed by theory and research findings in instructed second language acquisition (ISLA), as well as general educational theory and practice, and responds to the growing demand for language programs tailored for learners with distinct functional needs in a second language (L2). The paper reviews TBLT’s rationale and psycholinguistic underpinnings, and then briefly describes procedures, problems, and findings in each of the six basic steps and components in designing, implementing, and evaluating a TBLT program – needs analysis, syllabus design, materials development, methodological principles and pedagogic procedures, student assessment, and course evaluation – before considering optimal and less than optimal settings for TBLT’s adoption. Expanded and modified considerably in response to developments in ISLA theory, research findings, and classroom implementation over the past 30+ years, TBLT remains a work in progress. As theorists, researchers, and practitioners, we are building the road as we travel.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgement vii
- Series Editors’ Preface ix
- Authors’ biodata xi
- Introduction xv
- TBLT 1
- Thinking and acting programmatically in taskbased language teaching 27
- Staking out the territory of technology-mediated TBLT 59
- The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing 87
- Limited Attention Capacity and Cognition 123
- Tasks, experiential learning, and meaning making activities 157
- Linking ‘task’ and curricular thinking 193
- Perceived benefits and challenges with the use of collaborative tasks in EFL contexts 225
- Teachers evaluating tasks 247
- Tasks, design, and the architecture of pedagogical spaces 271
- Task-based language education 303
- Index 321
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgement vii
- Series Editors’ Preface ix
- Authors’ biodata xi
- Introduction xv
- TBLT 1
- Thinking and acting programmatically in taskbased language teaching 27
- Staking out the territory of technology-mediated TBLT 59
- The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing 87
- Limited Attention Capacity and Cognition 123
- Tasks, experiential learning, and meaning making activities 157
- Linking ‘task’ and curricular thinking 193
- Perceived benefits and challenges with the use of collaborative tasks in EFL contexts 225
- Teachers evaluating tasks 247
- Tasks, design, and the architecture of pedagogical spaces 271
- Task-based language education 303
- Index 321
