Issues in Task-Based Language Teaching

Erscheinungsjahr 2026
ISBN: 978-1-83668-057-4
Verlag: Channel View Publications

Buch, Englisch, 296 Seiten, Format (B × H): 156 mm x 234 mm

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.

Autoren/Hrsg.

Ellis, Rod

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

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

Über Autor(innen)

Ellis, Rod
Rod Ellis is Distinguished Emeritus Professor of the University of Auckland, New Zealand and currently holds the position of 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.

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.