Element contents
Series: Elements in Language Teaching
Task-Based Language Teaching
Published online by Cambridge University Press: 22 September 2022
Summary
This Element is a guide to task-based language teaching (TBLT), for language instructors, teacher educators, and other interested parties. The work first provides clear definitions and principles related to communication task design. It then explains how tasks can inform all stages of curriculum development. Diverse, localized cases demonstrate the scope of task-based approaches. Recent research illustrates the impact of task design (complexity, mode) and task implementation (preparation, interaction, repetition) on various second language outcomes. The Element also describes particular challenges and opportunities for teachers using tasks. The epilogue considers the potential of TBLT to transform classrooms, institutions, and society.
Keywords
- Type
- Element
- Information
- Series: Elements in Language TeachingOnline ISBN: 9781009067973Publisher: Cambridge University PressPrint publication: 06 October 2022
References
Adams, R., Alwi, N. A. N. M., & Newton, J. (2015). Task complexity effects on the complexity and accuracy of writing via text chat. Journal of Second Language Writing, 29, 64–81. https://doi.org/10.1016/j.jslw.2015.06.002.Google Scholar
Ahmadian, M. J., & García Mayo, M. D. P. (Eds.). (2018). Recent Perspectives on Task-Based Language Learning and Teaching. Berlin: De Gruyter.Google Scholar
Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35–59. https://doi.org/10.1177/1362168810383329.CrossRefGoogle Scholar
Anderson, J. (2019). Deconstructing jigsaw activities. Modern English Teacher, 28(2), 35–37. www.modernenglishteacher.com/deconstructing-jigsaw-activitiesGoogle Scholar
Anderson, N., & McCutcheon, N. (2019). Activities for Task-Based Learning: Integrating a Fluency First Approach into the ELT Classroom. Stuttgart: Delta.Google Scholar
Aubrey, S. (2017). Measuring flow in the EFL classroom: Learners’ perceptions of inter- and intra-cultural task-based interactions. TESOL Quarterly, 51(3), 661–692. https://doi.org/10.1002/tesq.387.Google Scholar
Azkarai, A., & García Mayo, M. D. P. (2017). Task repetition effects on L1 use in EFL child task-based interaction. Language Teaching Research, 21(4), 480–495. https://doi.org/10.1177/1362168816654169.CrossRefGoogle Scholar
Baralt, M., Gilabert, R., & Robinson, P. (2014). Task Sequencing and Instructed Second Language Learning. London: Bloomsbury.Google Scholar
Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (2016). Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form. In Sato, M. & Ballinger, S. (Eds.), Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda (pp. 209–239). Amsterdam: John Benjamins.Google Scholar
Baralt, M., Harmath-de Lemos, S., & Werfelli, S. (2014). Teachers’ application of the Cognition Hypothesis when lesson planning: A case study. In Baralt, M., Gilabert, R., & Robinson, P. (Eds.), Task Sequencing and Instructed Second Language Learning (pp. 179–206). London: Bloomsbury.Google Scholar
Benevides, M., & Valvona, C. (2018). Widgets Inc.: A Task-Based Course in Workplace English (2nd ed.). Tokyo: Atama-ii.Google Scholar
Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 111–125. http://dx.doi.org/10125/25089.Google Scholar
Bogachenko, T., & Oliver, R. (2020). The potential use of tasks in post-Soviet schools: Case studies from Ukraine. In Lambert, C. & Oliver, R. (Eds.), Using Tasks in Second Language Teaching: Practice in Diverse Contexts (pp. 162–177). Bristol: Multilingual Matters.Google Scholar
Borro, I. (2022). Comparing the effectiveness of task-based language teaching and presentation-practice-production on second language grammar learning. In Ahmadian, M. J. & Long, M. H. (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. 549–565). Cambridge: Cambridge University Press.Google Scholar
Breen, M. P. (1987). Learner contributions to task design. In Candlin, C. & Murphy, E. (Eds.), Language Learning Tasks (pp. 23–46). London: Prentice Hall.Google Scholar
Breen, M. P., & Littlejohn, A. (2000). The significance of negotiation. In Breen, M. P. & Littlejohn, A. (Eds.), Classroom Decision-Making: Negotiation and Process Syllabuses in Practice (pp. 5–38). Cambridge: Cambridge University Press.Google Scholar
Brindley, G. (1994). Task-centered language assessment in language learning: The promise and the challenge. In Bird, N., Falvey, P., Tsui, A., Allison, D., & McNeill, A. (Eds.), Language and Learning: Papers Presented at the Annual International Language in Education Conference, Hong Kong (pp. 73–94). Hong Kong: Hong Kong Education Department.Google Scholar
Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle & Heinle.Google Scholar
Brown, J. D., Hudson, T., Norris, J., & Bonk, W. J. (2002). An Investigation of Second Language Task-Based Performance Assessments. Honolulu: University of Hawai‘i, Second Language Teaching & Curriculum Center.Google Scholar
Bryfonski, L. (2021). From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research. https://doi.org/10.1177/13621688211026570.Google Scholar
Bryfonski, L., & McKay, T. H. (2019). TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 23(5), 603–632. https://doi.org/10.1177/1362168817744389.CrossRefGoogle Scholar
Bui, H. Y. G. (2014). Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels. In Skehan, P. (Ed.), Processing Perspectives on Task Performance (pp. 63–93). Amsterdam: John Benjamins.Google Scholar
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36–57. https://doi.org/10.1017/S0267190511000122.CrossRefGoogle Scholar
Bygate, M. (2000). Introduction. Language Teaching Research, 4(3), 185–192. https://doi.org/10.1177/136216880000400301.CrossRefGoogle Scholar
Bygate, M. (2018). Introduction. In Bygate, M. (Ed.), Learning Language through Task Repetition (pp. 1–25). Amsterdam: John Benjamins.Google Scholar
Bygate, M., Skehan, P., & Swain, M. (2001). Introduction. In Bygate, M., Skehan, P., & Swain, M. (Eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing (pp. 1–20). Harlow: Pearson Education Limited.Google Scholar
Byrnes, H. (2014). Linking task and writing for language development: Evidence from a genre-based curricular approach. In Byrnes, H. & Manchón, R. M. (Eds.), Task-Based Language Learning – Insights from and for L2 Writing (pp. 237–263). Amsterdam: John Benjamins.Google Scholar
Byrnes, H. (2015). Linking “task” and curricular thinking. In Bygate, M. (Ed.), Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference (pp. 193–224). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Byrnes, H. (2019). Affirming the context of instructed SLA: The potential of curricular thinking. Language Teaching Research, 23(4), 514–532. https://doi.org/10.1177/1362168818776666.Google Scholar
Byrnes, H., & Manchón, R. M. (2014). Task-based language learning: Insights from and for L2 writing: An introduction. In Byrnes, H. & Manchón, R. M. (Eds.), Task-Based Language Learning – Insights from and for L2 Writing (pp. 1–27). Amsterdam: John Benjamins.Google Scholar
Byrnes, H., Maxim, H. H., & Norris, J. M. (2010). Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment [Special issue]. The Modern Language Journal, 94(s1). https://doi.org/10.1111/j.1540-4781.2010.01147.x.Google Scholar
Byrnes, H., Crane, C., Maxim, H. H., & Sprang, K. A. (2006). Taking text to task: Issues and choices in curriculum construction. ITL: International Journal of Applied Linguistics, 152(1), 85–110. https://doi.org/10.2143/ITL.152.0.2017864.Google Scholar
Candlin, C. N. (1987). Towards task-based language learning. In Candlin, C. N. & Murphy, D. (Eds.), Language Learning Tasks (pp. 5–22). London: Prentice Hall.Google Scholar
Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639–662. https://doi.org/10.2307/3588283.Google Scholar
Chacón, C. T. (2012). Task-based language teaching through film-oriented activities in a teacher education program in Venezuela. In Shehadeh, A. & Coombe, C. A. (Eds.), Task-Based Language Teaching in Foreign Language Contexts: Research and Implementation (pp. 241–266). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Chan, S. P. S. (2012). Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms. In Shehadeh, A. & Coombe, C. A. (Eds.), Task-Based Language Teaching in Foreign Language Contexts: Research and Implementation (pp. 187–214). Amsterdam: John Benjamins.Google Scholar
Chen, Q., & Wright, C. (2017). Contextualization and authenticity in TBLT: Voices from Chinese classrooms. Language Teaching Research, 21(4), 517–538. https://doi.org/10.1177/1362168816639985.Google Scholar
Chow, A., & Li, B. (2008). Task-based assessment. In Ma, A. (Ed.), A Practical Guide to a Task-Based Curriculum: Planning, Grammar Teaching, and Assessment (pp. 101–178). Hong Kong: City University of Hong Kong Press.Google Scholar
Cozonac, K. (2004). It’s all in the team: Approaches to teacher development in a content-based, task-based EFL program. In Leaver, B. L. & Willis, J. R. (Eds.), Task-Based Instruction in Foreign Language Education: Practices and Programs (pp. 280–295). Washington, DC: Georgetown.Google Scholar
Crookes, G. V. (2021). Critical language pedagogy: An introduction to principles and values. ELT Journal, 75(3), 247–255. https://doi.org/10.1093/elt/ccab020.Google Scholar
Crookes, G. V., & Ziegler, N. (2021). Critical language pedagogy and task-based language teaching: Reciprocal relationship and mutual benefit. Education Sciences, 11(6), 1–19. https://doi.org/10.3390/educsci11060254.Google Scholar
da Silva, L. (2020). Critical tasks in action: The role of the teacher in the implementation of tasks designed from a critical perspective. Ilha do Desterro, 73(1), 109–127. https://doi.org/10.5007/2175-8026.2020v73n1p109.CrossRefGoogle Scholar
Dao, P., & McDonough, K. (2017). The effect of task role on Vietnamese EFL learners’ collaboration in mixed proficiency dyads. System, 65, 15–24. https://doi.org/10.1016/j.system.2016.12.012.Google Scholar
Dörnyei, Z. (2002). The motivational basis of language learning tasks. In Robinson, P. (Ed.), Individual Differences and Instructed Language Learning (pp. 137–158). Amsterdam: John Benjamins.Google Scholar
Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3), 50–80. http://dx.doi.org/10125/25214.Google Scholar
Duff, P. A. (1986). Another look at interlanguage talk: Taking task to task. In Day, R. R. (Ed.), Talking to Learn: Conversation in Second Language Acquisition (pp. 147–181). Rowley: Newbury House.Google Scholar
East, M. (2012). Task-Based Language Teaching from the Teachers’ Perspective. Amsterdam: John Benjamins.CrossRefGoogle Scholar
East, M. (2021). Foundational Principles of Task-Based Language Teaching. New York: Routledge.Google Scholar
East, M. (In press). Mediating Innovation through Language Teacher Education. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Ellis, N. C., Römer, U., & O’Donnell, M. B. (2016). Usage-Based Approaches to Language Acquisition and Processing: Cognitive and Corpus Investigations of Construction Grammar. Malden, MA: Wiley-Blackwell.Google Scholar
Ellis, R. (2005). Planning and task-based performance: Theory and research. In Ellis, R. (Ed.). Planning and Task Performance in a Second Language (pp. 3–34). Amsterdam: John Benjamins.Google Scholar
Ellis, R. (2015). Teachers evaluating tasks. In Bygate, M. (Ed.), Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference (pp. 247–270). Amsterdam: John Benjamins.Google Scholar
Ellis, R. (2018). Reflections on Task-Based Language Teaching. Bristol: Multilingual Matters.Google Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-Based Language Teaching: Theory and Practice. Cambridge: Cambridge University Press.Google Scholar
Erlam, R. (2016). “I’m still not sure what a task is”: Teachers designing language tasks. Language Teaching Research, 20(3), 279–299. https://doi.org/10.1177/1362168814566087.CrossRefGoogle Scholar
Erlam, R., & Tolosa, C. (2022). Pedagogical Realities of Implementing Task-Based Language Teaching. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Fujii, A., Ziegler, N., & Mackey, A. (2016). Peer interaction and metacognitive instruction in the EFL classroom. In Sato, M. & Ballinger, S. (Eds.), Peer Interaction and Second Language Learning: Pedagogical Potential and Research Agenda (pp. 63–89). Amsterdam: John Benjamins.CrossRefGoogle Scholar
González-Lloret, M. (2014). The need for needs analysis in technology-mediated TBLT. In González-Lloret, M. & Ortega, L. (Eds.), Technology-Mediated TBLT: Researching Technology and Tasks (pp. 23–50). Amsterdam: John Benjamins.Google Scholar
González-Lloret, M. (2016). A Practical Guide to Integrating Technology into Task-Based Language Teaching. Washington, DC: Georgetown.Google Scholar
González-Lloret, M., & Nielson, K. B. (2015). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19(5), 525–549. https://doi.org/10.1177/1362168814541745.CrossRefGoogle Scholar
González-Lloret, M., & Ortega, L. (Eds.) (2014a). Technology-Mediated TBLT: Researching Technology and Tasks. Amsterdam: John Benjamins.Google Scholar
González-Lloret, M., & Ortega, L. (2014b). Towards technology-mediated TBLT: An introduction. In González-Lloret, M. & Ortega, L. (Eds.), Technology-Mediated TBLT: Researching Technology and Tasks (pp. 1–21). Amsterdam: John Benjamins.Google Scholar
Hall, S. J. (2015). Gaining acceptance of task-based teaching during Malaysian rural in-service teacher training. In Thomas, M. & Reinders, H. (Eds.), Contemporary Task-Based Teaching in Asia (pp. 156–169). London: Bloomsbury.Google Scholar
Hill, Y. Z., & Tschudi, S. L. (2011). Exploring task-based curriculum development in a blended-learning conversational Chinese program. International Journal of Virtual and Personal Learning Environments, 2(1), 19–36. https://doi.org/10.4018/jvple.2011010102.Google Scholar
Gilabert, R., & Barón, J. (2018). Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In Taguchi, N. & Kim, Y. (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics (pp. 159–190). Amsterdam: John Benjamins.Google Scholar
Gilabert, R., Manchón, R., & Vasylets, O. (2016). Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual Review of Applied Linguistics, 36, 117–135. https://doi.org/10.1017/S0267190515000112.Google Scholar
Gokool, R., & Visser, M. (2021). IsiZulu task-based syllabus for medical students: Grading and sequencing doctor-patient communication tasks. South African Journal of African Languages, 41(2), 149–159. https://doi.org/10.1080/02572117.2021.1948214.CrossRefGoogle Scholar
Gurzynski-Weiss, L. (2016). Spanish instructors’ operationalization of task complexity and task sequencing in foreign language lessons. The Language Learning Journal, 44(4), 467–486. https://doi.org/10.1080/09571736.2015.1015151.CrossRefGoogle Scholar
Gurzynski-Weiss, L. (2017). L2 instructor individual characteristics. In Loewen, S. & Sato, M. (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 451–467). New York: Routledge.Google Scholar
Gurzynski-Weiss, L. (2021). Let’s talk tasks: A conversation between task-based researchers, language teachers, and teacher trainers. TASK, 1(1), 138–149. https://doi.org/10.1075/task.00012.gur.Google Scholar
Gurzynski-Weiss, L., & IATBLT (n.d.). The TBLT Language Learning Task Bank. https://tblt.indiana.eduGoogle Scholar
Jackson, D. O. (2011). Convergent and divergent computer-mediated communication tasks in an English for academic purposes course. TESL-EJ, 15(3), 1–18. http://tesl-ej.org/pdf/ej59/a1.pdf.Google Scholar
Jackson, D. O. (2012). Task-based language teacher education in an undergraduate program in Japan. In Shehadeh, A. & Coombe, C. A. (Eds.), Task-Based Language Teaching in Foreign Language Contexts: Research and Implementation (pp. 267–285). Amsterdam: John Benjamins.Google Scholar
Jackson, D. O. (2018). Teacher autonomy. In Liontas, J. & DelliCarpini, M. (Eds.), TESOL Encyclopedia of English Language Teaching (pp. 1–6). Hoboken: Wiley.Google Scholar
Jackson, D. O. (2021). Language Teacher Noticing in Tasks. Bristol: Multilingual Matters.Google Scholar
Jackson, D. O., & Burch, A. R. (2017). Complementary theoretical perspectives on task-based classroom realities. TESOL Quarterly, 51(3), 493–506. https://doi.org/10.1002/tesq.393.CrossRefGoogle Scholar
Jackson, D. O., & Maie, R. (In press). Implicit statistical learning and second language outcomes: A Bayesian meta-analysis. In Wen, Z. E., Skehan, P., & Sparks, R. (Eds.), Language Aptitude Theory and Practice. Cambridge: Cambridge University Press.Google Scholar
Jackson, D. O., & Shirakawa, T. (2020). Identity, noticing, and emotion among pre-service English language teachers. In Yazan, B. & Lindahl, K. (Eds.), Language Teacher Identity in TESOL: Teacher Education and Practice as Identity Work (pp. 197–212). New York: Routledge.Google Scholar
Jackson, D. O., & Suethanapornkul, S. (2013). The Cognition Hypothesis: A synthesis and meta-analysis of research on second language task complexity. Language Learning, 63(2), 330–367. https://doi.org/10.1111/lang.12008.Google Scholar
Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13–38. https://doi.org/10.1016/j.jslw.2017.06.001.CrossRefGoogle Scholar
Kang, S., & Lee, J. H. (2019). Are two heads always better than one? The effects of collaborative planning on L2 writing in relation to task complexity. Journal of Second Language Writing, 45, 61–72. https://doi.org/10.1016/j.jslw.2019.08.001.Google Scholar
Kato, Y., Matsumura, M., Wicking, P., et al. (2020). Komyunikēshon tasuku no aidea to materiaru: Kyōshitsu to sekai o tsunagu eigo jugyō no tame ni [Ideas and Materials for Communication through Tasks: Connecting the English Language Classroom with the Real World]. Tokyo: Sanshusha.Google Scholar
Keck, C. M., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S. (2006). Investigating the empirical link between task-based interaction and acquisition: A meta-analysis. In Norris, J. M. & Ortega, L. (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 91–131). Amsterdam: John Benjamins.Google Scholar
Kim, Y. (2012). Task complexity, learning opportunities, and Korean EFL learners’ question development. Studies in Second Language Acquisition, 34(4), 627–658. https://doi.org/10.1017/S0272263112000368.Google Scholar
Kim, Y., & Taguchi, N. (2015). Promoting task‐based pragmatics instruction in EFL classroom contexts: The role of task complexity. The Modern Language Journal, 99(4), 656–677. https://doi.org/10.1111/modl.12273.Google Scholar
Kim, Y., & Tracy-Ventura, N. (2013). The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System, 41(3), 829–840. https://doi.org/10.1016/j.system.2013.08.005.Google Scholar
Kobayashi, E., & Kobayashi, M. (2018). Second language learning through repeated engagement in a poster presentation task. In Bygate, M. (Ed.), Learning Language through Task Repetition (pp. 223–254). Amsterdam: John Benjamins.Google Scholar
Konoeda, K., & Watanabe, Y. (2008). Task-based critical pedagogy in Japanese EFL classrooms: Rationale, principles, and examples. In Mantero, M., Miller, P. C., & Watzke, J. L. (Eds.), Readings in Language Studies: Language across Disciplinary Boundaries (pp. 45–72). St. Louis: International Society for Language Studies.Google Scholar
Kormos, J. (2014). Differences across modalities of performance: An investigation of linguistic and discourse complexity in narrative tasks. In Byrnes, H. & Manchón, R. M. (Eds.), Task-Based Language Learning – Insights from and for L2 Writing (pp. 193–216). Amsterdam: John Benjamins.Google Scholar
Kuiken, F., & Vedder, I. (2011). Task complexity and linguistic performance in L2 writing and speaking: The effect of mode. In Robinson, P. (Ed.), x Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (pp. 91–104). Amsterdam: John Benjamins.Google Scholar
Kunitz, S., & Skogmyr Marian, K. (2017). Tracking immanent language learning behavior over time in task-based classroom work. TESOL Quarterly, 51(3), 507–535. https://doi.org/10.1002/tesq.389.Google Scholar
Lambert, C., Philp, J., & Nakamura, S. (2017). Learner-generated content and engagement in second language task performance. Language Teaching Research, 21(6), 665–680. https://doi.org/10.1177/1362168816683559.Google Scholar
Larsen-Freeman, D. (2018). Task repetition or task iteration? It does make a difference. In Bygate, M. (Ed.), Learning Language through Task Repetition (pp. 311–329). Amsterdam: John Benjamins.Google Scholar
Le, H. T. (2021). Exploring L2 learners’ task-related identities in a reading circle task through conversation analysis. Canadian Journal of Applied Linguistics, 24(2), 128–155. https://doi.org/10.37213/cjal.2021.31343.CrossRefGoogle Scholar
Lee, J., & Burch, A. R. (2017). Collaborative planning in process: An ethnomethodological perspective. TESOL Quarterly, 51(3), 536–575. https://doi.org/10.1002/tesq.386.Google Scholar
Loschky, L., & Bley-Vroman, R. (1993). Grammar and task-based methodology. In Crookes, S. & Gass, S. M. (Eds.), Tasks and Language Learning: Integrating Theory and Practice (pp. 123–167). Clevedon: Multilingual Matters.Google Scholar
Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In Hyltenstam, K. & Pienemann, M. (Eds.), Modelling and Assessing Second Language Acquisition (pp. 77–99). Clevedon: Multilingual Matters.Google Scholar
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C. & Bhatia, T. K. (Eds.), Handbook of Second Language Acquisition (pp. 413–468). New York: Academic Press.Google Scholar
Long, M. H. (Ed.). (2005). Second Language Needs Analysis. Cambridge: Cambridge University Press.Google Scholar
Long, M. H. (2015). Second Language Acquisition and Task-Based Language Teaching. Malden, MA: Wiley-Blackwell.Google Scholar
Long, M. H., & Ahmadian, M. J. (2022). Preface: The origins and growth of task-based language teaching. In Ahmadian, M. J. & Long, M. H. (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. xxv–xxxii). Cambridge: Cambridge University Press.Google Scholar
Long, M., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27–56. https://doi.org/10.2307/3587368.Google Scholar
Long, M. H., & Norris, J. M. (2000). Task-based teaching and assessment. In Byram, M. (Ed.), Routledge Encyclopedia of Language Teaching and Learning (pp. 597–603). London: Routledge.Google Scholar
Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research, and practice. In Doughty, C. & Williams, J. (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 15–41). Cambridge: Cambridge University Press.Google Scholar
Mackey, A. (Ed.). (2007). Conversational Interaction in Second Language Acquisition. Oxford: Oxford University Press.Google Scholar
Mackey, A. (2012). Input, Interaction, and Corrective Feedback in L2 Learning. Oxford: Oxford University Press.Google Scholar
Mackey, A. (2020). Interaction, Feedback and Task Research in Second Language Learning: Methods and Design. Cambridge: Cambridge University Press.Google Scholar
Malicka, A. (2014). The role of task sequencing in monologic oral production. In Baralt, M., Gilabert, R., & Robinson, P. (Eds.), Task Sequencing and Instructed Second Language Learning (pp. 71–93). London: Bloomsbury.Google Scholar
Malicka, A., Gilabert Guerrero, R., & Norris, J. M. (2019). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 78–106. https://doi.org/10.1177/1362168817714278.Google Scholar
Markee, N. (1997). Managing Curricular Innovation. Cambridge: Cambridge University Press.Google Scholar
McDonough, K. (2015). Perceived benefits and challenges with the use of collaborative tasks in EFL contexts. In Bygate, M. (Ed.), Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference (pp. 225–246). Amsterdam: John Benjamins.Google Scholar
McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task‐based EFL course in Thailand. TESOL Quarterly, 41(1), 107–132. https://doi.org/10.1002/j.1545-7249.2007.tb00042.x.Google Scholar
Michel, M. C. (2011). Effects of task complexity and interaction on L2 performance. In Robinson, P. (Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (pp. 141–173). Amsterdam: John Benjamins.Google Scholar
Mochizuki, N., & Ortega, L. (2008). Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research, 12(1), 11–37. https://doi.org/10.1177/1362168807084492.Google Scholar
Müller-Hartmann, A., & Schocker, M. (2018). The challenges of integrating focus on form within tasks: Findings from a classroom research project in secondary EFL classrooms. In Samuda, V., Van den Branden, K., & Bygate, M. (Eds.), TBLT as a Researched Pedagogy (pp. 97–129). Amsterdam: John Benjamins.Google Scholar
Müller-Hartmann, A., & Schocker-von Ditfurth, M. (2011). Teaching English: Task-Supported Language Learning. Paderborn: Schöningh.Google Scholar
Nakamura, S., Phung, L., & Reinders, H. (2021). The effect of learner choice on L2 task engagement. Studies in Second Language Acquisition, 43(2), 428–441. https://doi.org/10.1017/S027226312000042X.Google Scholar
Newton, J. (2022). The adoption of task-based language teaching in diverse contexts: Challenges and opportunities. In Ahmadian, M. J. & Long, M. H. (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. 639–670). Cambridge: Cambridge University Press.Google Scholar
Newton, J., & Bui, T. (2018). Teaching with tasks in primary school EFL classrooms in Vietnam. In Ahmadian, M. J. & García Mayo, M. D. P. (Eds.), Recent Perspectives on Task-Based Language Learning and Teaching (pp. 259–278). Berlin: De Gruyter.Google Scholar
Norris, J. M. (2009). Task-based teaching and testing. In Long, M. H. & Doughty, C. J. (Eds.), The Handbook of Language Teaching (pp. 578–594). Malden, MA: Wiley-Blackwell.Google Scholar
Norris, J. M. (2015). Thinking and acting programmatically in task-based language teaching. In Bygate, M. (Ed.), Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference (pp. 27–57). Amsterdam: John Benjamins.Google Scholar
Norris, J. M. (2016). Current uses for task-based language assessment. Annual Review of Applied Linguistics, 36, 230–244. https://doi.org/10.1017/S0267190516000027.Google Scholar
Norris, J. M., & Davis, J. M. (2022). Evaluating task-based language programs. In Ahmadian, M. J. & Long, M. H. (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. 529–548). Cambridge: Cambridge University Press.Google Scholar
Norris, J. M., & East, M. (2022). Task-based language assessment. In Ahmadian, M. J. & Long, M. H. (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. 507–28). Cambridge: Cambridge University Press.Google Scholar
Norris, J. M., Brown, J. D., Hudson, T., & Yoshioka, J. (1998). Designing Second Language Performance Assessments. Honolulu: University of Hawai‘i, Second Language Teaching & Curriculum Center.Google Scholar
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.Google Scholar
Ogilvie, G., & Dunn, W. (2010). Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14(2), 161–181. https://doi.org/10.1177/1362168809353875.Google Scholar
Oliver, R. (2020). Developing authentic tasks for the workplace using needs analysis: A case study of Australian Aboriginal vocational students. In Lambert, C. & Oliver, R. (Eds.), Using Tasks in Second Language Teaching: Practice in Diverse Contexts (pp. 146–61). Bristol: Multilingual Matters.Google Scholar
Oliver, R., & Bogachenko, T. (2018). Teacher perceptions and use of tasks in school ESL classrooms. In Samuda, V., Van den Branden, K., & Bygate, M. (Eds.), TBLT as a Researched Pedagogy (pp. 71–95). Amsterdam: John Benjamins.Google Scholar
Oliver, R., Philp, J., & Duchesne, S. (2017). Children working it out together: A comparison of younger and older learners collaborating in task-based interaction. System, 69, 1–14. https://doi.org/10.1016/j.system.2017.08.001.Google Scholar
Ortega, L. (2007). Meaningful L2 practice in foreign language classrooms: A cognitive-interactionist SLA perspective. In DeKeyser, R. M. (Ed.), Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology (pp. 180–207). Cambridge: Cambridge University Press.Google Scholar
Ortega, L. (2011). SLA after the social turn: Where cognitivism and its alternatives stand. In Atkinson, D. (Ed.), Alternative Approaches to Second Language Acquisition (pp. 167–180). Hoboken: Routledge.Google Scholar
Park, M. (2015). A needs analysis for a Korean middle school EFL general English curriculum. In Thomas, M. & Reinders, H. (Eds.), Contemporary Task-Based Language Teaching in Asia (pp. 261–278). London: Bloomsbury.Google Scholar
Pekarek Doehler, S., & Pochon-Berger, E. (2015). The development of L2 interactional competence: Evidence from turn-taking organization, sequence organization, repair organization, and preference organization. In Cadierno, T.. & Eskildsen, S. W. (Eds.), Usage-Based Perspectives on Second Language Learning (pp. 233–268). Berlin: De Gruyter.Google Scholar
Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50–72. https://doi.org/10.1017/S0267190515000094.Google Scholar
Philp, J., Adams, R., & Iwashita, N. (2013). Peer Interaction and Second Language Learning. New York: Routledge.Google Scholar
Phung, L., Nakamura, S., & Reinders, H. (2021). The effect of choice on affective engagement: Implications for task design. In Hiver, P., Al-Hoorie, A. H., & Mercer, S. (Eds.), Student Engagement in the Language Classroom (pp. 163–181). Bristol: Multilingual Matters.Google Scholar
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493–527. https://doi.org/10.1111/j.1467-1770.1994.tb01115.x.Google Scholar
Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction and research. In Crookes, S. & Gass, S. M. (Eds.), Tasks and Language Learning: Integrating Theory and Practice (pp. 9–34). Clevedon: Multilingual Matters.Google Scholar
Pica, T., Kang, H. S., & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition, 28(2), 301–338. https://doi.org/10.1017/S027226310606013X.Google Scholar
Révész, A. (2011). Task complexity, focus on L2 constructions, and individual differences: A classroom‐based study. The Modern Language Journal, 95, 162–181. https://doi.org/10.1111/j.1540-4781.2011.01241.x.Google Scholar
Riestenberg, K. J., & Manzano, R. E. C. (2019). Teaching task-based writing in Zapotec in Oaxaca, Mexico. In Sherris, A. & Peyton, J. K. (Eds.), Teaching Writing to Children in Indigenous Languages: Instructional Practices from Global Contexts (pp. 126–142). New York: Routledge.Google Scholar
Riestenberg, K., & Sherris, A. (2018). Task-based teaching of indigenous languages: Investment and methodological principles in Macuiltianguis Zapotec and Salish Qlispe revitalization. Canadian Modern Language Review, 74(3), 434–459. https://doi.org/10.3138/cmlr.4051.Google Scholar
Ro, E. (2018). Facilitating an L2 book club: A conversation‐analytic study of task management. The Modern Language Journal, 102(1), 181–198. https://doi.org/10.1111/modl.12450.Google Scholar
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In Robinson, P. (Ed.), Cognition and Second Language Instruction (pp. 287–318). Cambridge: Cambridge University Press.Google Scholar
Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. In García Mayo, M. P. (Ed.), Investigating Tasks in Formal Language Learning (pp. 7–26). Clevedon: Multilingual Matters.Google Scholar
Robinson, P. (Ed.). (2011a). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam: John Benjamins.Google Scholar
Robinson, P. (2011b). Second language task complexity, the Cognition Hypothesis, language learning, and performance. In Robinson, P. (Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (pp. 3–37). Amsterdam: John Benjamins.Google Scholar
Robinson, P. (2015). The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In Bygate, M. (Ed.), Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference (pp. 87–121). Amsterdam: John Benjamins.Google Scholar
Robinson, P. (2022). The Cognition Hypothesis, the Triadic Componential Framework and the SSARC model. In Ahmadian, M. J. & Long, M. H. (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. 205–225). Cambridge: Cambridge University Press.Google Scholar
Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role of the teacher. In Bygate, M., Skehan, P., & Swain, M. (Eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing (pp. 119–140). Harlow: Pearson.Google Scholar
Samuda, V. (2015). Tasks, design and the architecture of pedagogical spaces. In Bygate, M. (Ed.), Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference (pp. 271–302). Amsterdam: John Benjamins.Google Scholar
Samuda, V., & Bygate, M. (2008). Tasks in Second Language Learning. Hampshire: Palgrave Macmillan.Google Scholar
Samuda, V., Bygate, M., & Van den Branden, K. (2018). Introduction: Towards a researched pedagogy for TBLT. In Samuda, V., Van den Branden, K., & Bygate, M. (Eds.), TBLT as a Researched Pedagogy (pp. 1–22). Amsterdam: John Benjamins.Google Scholar
Sasayama, S., & Norris, J. (2019). Unravelling cognitive task complexity: Learning from learners’ perspectives on task characteristics and second language performance. In Wen, Z. E. & Ahmadian, M. J. (Eds.), Researching L2 Task Performance and Performance: In Honour of Peter Skehan (pp. 95–132). Amsterdam: John Benjamins.Google Scholar
Sasayama, S., Malicka, A., & Norris, J. (In press). Cognitive Task Complexity: A Research Synthesis and Meta-analysis. Amsterdam: John Benjamins.Google Scholar
Sato, M. (2020). Metacognitive instruction for collaborative interaction: The process and product of self-regulated learning in the Chilean EFL context. In Lambert, C. & Oliver, R. (Eds.), Using Tasks in Second Language Teaching: Practice in Diverse Contexts (pp. 215–236). Bristol: Multilingual Matters.Google Scholar
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129.Google Scholar
Seedhouse, P. (Ed.) (2017). Task-Based Language Learning in a Real-World Digital Environment: The European Digital Kitchen. London: Bloomsbury.Google Scholar
Serafini, E. J. (2022). Adapting and advancing task-based needs analysis methodology across diverse language learning contexts. In Ahmadian, M. J. & Long, M. H. (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. 73–98). Cambridge: Cambridge University Press.Google Scholar
Shehadeh, A. (2005). Task-based language learning and teaching: Theories and applications. In Edwards, C. & Willis, J. (Eds.), Teachers Exploring Tasks in English Language Teaching (pp. 13–30). London: Palgrave Macmillan.Google Scholar
Shehadeh, A., & Coombe, C. A. (Eds.) (2010). Applications of Task-Based Learning in TESOL. Alexandria, VA: TESOL.Google Scholar
Shehadeh, A., & Coombe, C. A. (Eds.) (2012). Task-Based Language Teaching in Foreign Language Contexts: Research and Implementation. Amsterdam: John Benjamins.Google Scholar
Sherris, A., Pete, T., Thompson, L. E., & Haynes, E. F. (2013). Task-based language teaching practices that support Salish language revitalization. In Jones, M. C. & Ogilvie, S. (Eds.), Keeping Languages Alive: Documentation, Pedagogy, and Revitalization (pp. 155–168). Cambridge: Cambridge University Press.Google Scholar
Shintani, N. (2016). Input-Based Tasks in Foreign Language Instruction for Young Learners. Amsterdam: John Benjamins.Google Scholar
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62. https://doi.org/10.1093/applin/17.1.38.Google Scholar
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.Google Scholar
Skehan, P. (2018). Second Language Task-Based Performance: Theory, Research, Assessment. New York: Routledge.Google Scholar
Skehan, P., & Foster, P. (2012). Complexity, accuracy, fluency, and lexis in task-based performance: A synthesis of the Ealing research. In Housen, A., Kuiken, F., F., & Vedder, I. (Eds.), Dimensions of L2 Performance and Proficiency: Complexity, Accuracy, and Fluency in SLA (pp. 199–220). Amsterdam: John Benjamins.Google Scholar
Solon, M., Long, A. Y., & Gurzynski-Weiss, L. (2017). Task complexity, language-related episodes, and production of L2 Spanish vowels. Studies in Second Language Acquisition, 39(2), 347–380. https://doi.org/10.1017/S0272263116000425.Google Scholar
Spada, N. (2022). Reflecting on task-based language teaching from an Instructed SLA perspective. Language Teaching, 55(1) 74–86. https://doi.org/10.1017/S0261444821000161.Google Scholar
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158. https://doi.org/10.1111/1467-9922.00179.Google Scholar
Tavakoli, P. (2014). Storyline complexity and syntactic complexity in writing and speaking tasks. In Byrnes, H. & Manchón, R. M. (Eds.), Task-Based Language Learning – Insights from and for L2 Writing (pp. 217–236). Amsterdam: John Benjamins.Google Scholar
Thai, C., & Boers, F. (2016). Repeating a monologue under increasing time pressure: Effects on fluency, complexity, and accuracy. TESOL Quarterly, 50(2), 369–393. https://doi.org/10.1002/tesq.232.Google Scholar
Thomas, M., & Reinders, H. (Eds.). (2010). Task-Based Language Learning and Teaching with Technology. London: Bloomsbury.Google Scholar
Toker, Ș., & Sağıç, A. (2022). A task-based language needs analysis of Syrian refugee parents in Turkey. In Ahmadian, M. J. & Long, M. H. (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. 109–120). Cambridge: Cambridge University Press.Google Scholar
Van de Guchte, M., Rijlaarsdam, G., Braaksma, M., & Bimmel, P. (2019). Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance. Language Teaching Research, 23(3), 310–329. https://doi.org/10.1177/1362168817735543.Google Scholar
Van den Branden, K. (Ed.). (2006a). Task-Based Language Education: From Theory to Practice. Cambridge: Cambridge University Press.Google Scholar
Van den Branden, K. (2006b). Training teachers: Task-based as well? In Van den Branden, K. (Ed.), Task-Based Language Education: From Theory to Practice (pp. 217–248). Cambridge: Cambridge University Press.Google Scholar
Van den Branden, K. (2015). Task-based language education: From theory to practice… and back again. In Bygate, M. (Ed.), Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference (pp. 303–320). Amsterdam: John Benjamins.Google Scholar
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–181. https://doi.org/10.1017/S0267190515000070.Google Scholar
Van den Branden, K. (2022). How to Teach an Additional Language: To Task or Not to Task? Amsterdam: John Benjamins.Google Scholar
Van den Branden, K., & Van Gorp, K. (2021). Implementing task-based language education in primary education: Lessons learnt from the Flemish experience. Language Teaching for Young Learners, 3(1), 3–27. https://doi.org/10.1075/ltyl.20013.bra.Google Scholar
Van den Branden, K., Van Gorp, K., & Verhelst, M. (2007). Tasks in Action: Task-Based Language Education from a Classroom-Based Perspective. Cambridge: Cambridge Scholars.Google Scholar
Vandommele, G., Van den Branden, K., & Van Gorp, K. (2018). Task-based language teaching: How task-based is it really? In Samuda, V., Van den Branden, K., & Bygate, M. (Eds.), TBLT as a Researched Pedagogy (pp. 165–97). Amsterdam: John Benjamins.Google Scholar
Vasylets, O., Gilabert, R., & Manchón, R. M. (2017). The effects of mode and task complexity on second language production. Language Learning, 67(2), 394–430. https://doi.org/10.1111/lang.12228.Google Scholar
Vieira, F. (2017). Task‐based instruction for autonomy: Connections with contexts of practice, conceptions of teaching, and professional development strategies. TESOL Quarterly, 51(3), 693–715. https://doi.org/10.1002/tesq.384.Google Scholar
Weaver, C. (2012). Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan. In Shehadeh, A. & Coombe, C. A. (Eds.), Task-Based Language Teaching in Foreign Language Contexts: Research and Implementation (pp. 287–312). Amsterdam: John Benjamins.Google Scholar
Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford: Oxford University Press.Google Scholar
Youn, S. J. (2018). Task design and validity evidence for assessment of L2 pragmatics in interaction. In Taguchi, N. & Kim, Y. (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics (pp. 217–246). Amsterdam: John Benjamins.Google Scholar
Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research, 18(2), 205–221. https://doi.org/10.1177/1362168813505941.Google Scholar
Zhu, Y. (2020). Implementing tasks in young learners’ language classrooms: A collaborative teacher education initiative through task evaluation. Language Teaching Research, 26(3), 530–551. https://doi.org/10.1177/1362168819894706.Google Scholar
Ziegler, N., & Phung, H. (2019). Technology-mediated task-based interaction: The role of modality. ITL-International Journal of Applied Linguistics, 170(2), 251–276. https://doi.org/10.1075/itl.19014.zie.Google Scholar