Foundational Principles of Task-Based Language Teaching

by Martin East

Overview

This book is available Open Access.

This book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning. Based on the premise that language learners can enhance their second language acquisition (SLA) through engagement in communicative tasks that compel them to use language for themselves, TBLT stands in contrast to more traditional approaches. Accessible and comprehensive, this book provides a foundational overview of the principles and practice of TBLT and demystifies what TBLT looks like in the classroom.

Complete with questions for reflection, pedagogical extensions for application in real classrooms and further reading suggestions in every chapter, this valuable and informative text is vital for anyone interested in TBLT, whether as students, researchers or teachers.

Product Details

ISBN-13:	9780367479060
Publisher:	Taylor & Francis
Publication date:	07/01/2021
Series:	ESL & Applied Linguistics Professional Series
Pages:	214
Product dimensions:	6.00(w) x 9.00(h) x (d)
Age Range:	13 - 18 Years

About the Author

Martin East is Professor of Language Education in the School of Cultures, Languages and Linguistics at the University of Auckland, New Zealand.

Table of Contents

Acknowledgements ix

Author Biography xi

Preface xii

Part I Theorising TBLT 1

1 Languages: How Are They Learned and How Should They Be Taught? 3

Introduction 3

Language Learning and Teaching in the Classroom 4

Advancing the Communicative Agenda: Communicative Language Teaching 16

Putting CLT into Practice 19

Conclusion 20

Suggested Further Reading 21

2 Input, Output and Interaction - Crucial Foundations for TBLT 24

Introduction 24

The Input Hypothesis 25

The Output Hypothesis 27

The Interaction Hypothesis 29

Interactionism - The Sociocultural Perspective 30

Skill Acquisition Theory 32

Usage-based Theories 33

Relating Theoretical Perspectives to TBLT 35

Tasks for Purposes of Input, Output and Interaction 36

Conclusion 39

Suggested Further Reading 40

3 The Construct of Task for the Purposes of TBLT 44

Introduction 44

Task - Broadly Defined 45

Task - Early Definitions 45

Task - More Narrowly Defined 46

Tasks in Practice 48

Task Types - Broadening the Considerations 56

Conclusion 61

Suggested Further Reading 62

Part II Practising TBLT 65

4 Putting TBLT into Practice: The Bigger Picture 67

Introduction 67

Some Contexts Where TBLT Ideas Have Been Introduced 68

Implications for Implementing TBLT 72

Recapping a Bit of History 73

Polarisations within TBLT 73

The Importance of the Syllabus 76

Different Syllabi for Different Purposes 79

The Teacher's Role in Enacting the Syllabus 81

Conclusion 84

Suggested Further Reading 84

5 Evaluating, Sequencing and Scaffolding Tasks 87

Introduction 87

Task Evaluation 88

Task Sequencing 92

Task Scaffolding - The Pre-task Phase 97

Task Scaffolding - Moving into the Task Phase 100

Task Scaffolding - An Example in Practice 101

Conclusion 103

Suggested Further Reading 103

6 Attending to Grammar in TBLT 106

Introduction 106

Long's Triadic Model 107

A Complementary Triadic Model 109

Attending to Form in TBLT 109

Form Focus - The During-task Phase 112

Form Focus - The Post-task Phase 118

Conclusion 122

Suggested Further Reading 122

Part III Evaluating TBLT 127

7 Using Tasks for Classroom Assessment Purposes 129

Introduction 129

Assessing Students' Learning 130

What Is Assessment? 131

Collecting Evidence of Linguistic Proficiency 131

Towards Communicative Language Testing 134

Broader Considerations with Regard to Assessment 135

Towards Task-based Language Assessment (TBLA) 136

Construct-based Assessments 138

Reliability and Construct Validity 141

Other Sources of Evidence of Learning Gains 142

A Note on High-stakes Assessments 143

Conclusion 145

Suggested Further Reading 146

8 Classroom and Programme-level Evaluations of TBLT 149

Introduction 149

The Micro-evaluation of TBLT Implementation 150

The Macro-evaluation of TBLT Implementation 155

Revisiting the Contexts Where TBLT Ideas Have Been Introduced 156

Conclusion 165

Suggested Further Reading 166

9 The Potential and the Challenge of TBLT: Arguments For and Arguments Against 169

Introduction 169

The TBLT Initiative and Its Theoretical and Pedagogical Underpinnings 170

When Theory ana Practice Collide 180

Conclusion 184

Suggested Further Reading 185

Postface 189

Index 192

Editorial Reviews

This book provides an engaging, informative, and reader-friendly introduction to the theory and practice of task-based language teaching (TBLT). Through a thoughtful discussion of the fundamental principles and rationales that inform TBLT and ways to implement and evaluate task-based teaching, this book will be an invaluable resource for language teachers, researchers, and students interested in task-based teaching and learning.

—Andrea Révész, Professor of Second Language Acquisition, University College London Institute of Education, UK

Starting from the nature of how languages are learned and taught, and subsequently moving through the historical foundations of TBLT, theoretical assumptions, pedagogical options, and cutting-edge research, East masterfully provides a stand-alone, cohesive examination of task-based language teaching. Written via clear, straightforward descriptions that are engaging and accessible for all levels of TBLT expertise, this is a must-read for language teachers and task-based researchers alike!

—Laura Gurzynski-Weiss, Associate Professor (Spanish and Portuguese) and Director of Undergraduate Studies, Indiana University​, USA

From the Publisher