Leading theorist directly addresses the issues and criticisms that surround the development and implementation of TBLT
Task-based language teaching (TBLT) is now a well-established approach to teaching foreign languages which draws on theories of second language acquisition and on general educational principles. However, there remain a number of issues that need to be considered in designing and implementing TBLT in classroom settings. This book, written by a leading theorist in the field, bridges this gap by addressing the key issues which are important for its development. These issues include the difference between task-based and task-supported language teaching, the role of input tasks, how tasks engage learners, task complexity, catering for individual differences in learners and teacher-preparation for TBLT. Overall, the book provides a comprehensive account of TBLT and makes a significant contribution to the growing literature in the field.
Table of Contents:
Preface
Section A. Background
Chapter 1. What is Task-Based Language Teaching?
Chapter 2. Options in the Design of a Task-Based Language Teaching Curriculum: An Educational Perspective
Section B. Focus on Tasks
Chapter 3. Task Complexity and Course Design
Chapter 4. Input-Based Tasks
Section C. Focus on Task-Performance
Chapter 5. Effects of Pre-Task Explicit Instruction on Task Performance and Language Acquisition
Chapter 6. Engagement with Tasks
Section D. Focus on the Learner
Chapter 7. Investigating Individual Differences in Task-Based Language Teaching
Section E. Focus on the Teacher
Chapter 8. Teacher Preparation for Task-Based Language Teaching
Chapter 9. Mentoring a Teacher Innovating with Task-Based Language Teaching
Section F. Conclusion
Chapter 10. Looking Back and Moving on
References
Appendix. Some Thoughts on the use of AI for Researching and Using Tasks
About the Author :
Rod Ellis is Distinguished Emeritus Professor of the University of Auckland, New Zealand and Emeritus Distinguished Research Professor of Curtin University, Australia. He is a leading scholar in the field of applied linguistics and is an elected fellow of the Royal Society of New Zealand. His work has won several awards including the Kenneth W. Mildenberger and Duke of Edinburgh book prizes.
Review :
Ellis provides a lucid, state of the art account of the central debates in task based language teaching. He synthesizes decades of scholarship into highly readable, well argued positions that will inform research agendas and guide task design, language teaching, and teacher education into the future. Essential reading for anyone serious about TBLT.
Few scholars have shaped the field of task-based language teaching as profoundly as Rod Ellis. He understands the realities of the classroom and the challenges that language teachers face, never losing sight of the importance of the final “T” in TBLT: teaching. In this volume, Ellis addresses the key issues shaping task-based language teaching today in the clear, practical style for which he is renowned. Essential reading for anyone interested in language teaching.
