Sources, developments and directions of task-based language teaching

Abstract

This paper provides an outline of the origins, the current shape and the potential directions of task-based language teaching (TBLT) as an approach to language pedagogy. It first offers a brief description of TBLT and considers its origins within language teaching methodology and second language acquisition. It then summarises the current position of TBLT from two perspectives: first, it identifies key elements in approaches to the teaching of language based on tasks, and second, it turns to a consideration of the principal issues that have been explored in TBLT research. The paper concludes by considering directions for the future development of TBLT as an approach to language pedagogy, highlighting the need for future research to be classroom-based and programme-based.

Exploring the relationship between productive vocabulary knowledge and second language oral ability

“…As suggested by the usage-based account of SLA (e.g., Ellis, 2006), when L2 learners frequently encounter certain vocabulary items in meaningful input, the connections between related words become strong and comprise formulaic units, allowing for more automatic, refined and robust word associations. To include more communicatively authentic activities in L2 teaching syllabi, L2 researchers have suggested several options by elaborating teaching methods per se (e.g., task-based language teaching: Bygate, 2015) and making the most of technological advancements (e.g., language exchanges via video-based interaction: Akiyama & Saito, in press; Saito & Akiyama, in press). Future studies are warranted to examine whether such meaning-oriented activities can actually enhance L2 learners' productive vocabulary knowledge over time, which will in turn positively influence their L2 speech learning in the long run.…”

Untitled

“…Major programmatic proposals for Task-Based education in language teaching appeared in the 1980's and 1990's (Ellis, 2017). Nowadays, tasks are seen as important research tools as well as the foundations for language instructional methods (Bygate, 2016). In second language education, a task is defined as an activity that focuses on meaning in which the learners engage using the target language to achieve a specific goal (Bygate, 2016).…”

“…Nowadays, tasks are seen as important research tools as well as the foundations for language instructional methods (Bygate, 2016). In second language education, a task is defined as an activity that focuses on meaning in which the learners engage using the target language to achieve a specific goal (Bygate, 2016). Tasks should be used to help learners strive to complete the activity communicatively (Lee, 2016).…”

“…Hence, TBI helps language learners to attain the minimum learning goals. Bygate (2016) claims that TBI has various roles like an educationally sound, practical and dynamic strategy for delivering proper education.…”

Task-based language teaching and learning

“…These characteristics have rendered tasks indispensable instruments for not only teaching and assessing languages but also for researching into language learning processes. In other words, tasks pervade many aspects of language teaching research and practice but they may take on different forms and could be used under various guises -that is, real-world tasks which promote situational authenticity or pedagogic tasks which foster interactional authenticity in the classroom (see Bygate 2016b). TBLT is now construed as a very broad area of enquiry and there are obviously scores of debated topics from different vantage points which are worth exploration (see Ahmadian and García Mayo forthcoming).…”