Relevant bibliographies by topics / Task-based language teaching / Journal articles
To see the other types of publications on this topic, follow the link: Task-based language teaching.

Journal articles on the topic 'Task-based language teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Task-based language teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Kazeroni, Abdel. "Task-based language teaching." ASp, no. 7-10 (December 1, 1995): 113–32. http://dx.doi.org/10.4000/asp.3750.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Feeney, A. "Task-Based Language Teaching." ELT Journal 60, no. 2 (2006): 199–201. http://dx.doi.org/10.1093/elt/cci108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tomlinson, B. "Doing Task-Based Teaching * Task-Based Language Education." ELT Journal 62, no. 1 (2008): 92–95. http://dx.doi.org/10.1093/elt/ccm083.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Van den Branden, Kris, and Machteld Verhelst. "Preface: Task-Based Language Teaching." Task-Based Language Teaching 152 (2006): 1–6. http://dx.doi.org/10.2143/itl.152.0.2017860.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Castro, Catarina. "TEACHING GRAMMAR THROUGH TASK-BASED LANGUAGE TEACHING." Diacrítica 32, no. 2 (2019): 18. http://dx.doi.org/10.21814/diacritica.434.

Full text
Abstract:
Although it is not a central aspect, grammar teaching - that is, the use of specific tasks and/or other types of strategies to draw students’ attention to certain linguistic aspects while maintaining a predominant focus on meaning – plays an important role in Task-Based Language Teaching (TBLT), so it is incorrect to claim otherwise. However, it is also true that TBLT avoids explicit teaching of predetermined linguistic items, as in more traditional methods, since it is not considered compatible with the process of second language acquisition, in light of current evidence. Based on the concept of focus on form, the present article aims to exemplify how TBLT can integrate grammar and promote the attention of students of Portuguese as a Foreign Language to structures and linguistic aspects, by using focused tasks and methodological strategies.
APA, Harvard, Vancouver, ISO, and other styles
6

Mohammadi, Elham. "REFLECTIONS ON TASK-BASED LANGUAGE TEACHING." TESOL in Context 29, no. 2 (2020): 89–90. http://dx.doi.org/10.21153/tesol2020vol29no2art1429.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Baralt, Melissa. "Reflections on Task-Based Language Teaching." ELT Journal 73, no. 2 (2019): 241–43. http://dx.doi.org/10.1093/elt/ccz005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ahmadian, Mohammad Javad. "Task-based language teaching and learning." Language Learning Journal 44, no. 4 (2016): 377–80. http://dx.doi.org/10.1080/09571736.2016.1236523.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Williams, T. A. "Task-Based Language Teaching: A Reader." ELT Journal 64, no. 3 (2010): 351–54. http://dx.doi.org/10.1093/elt/ccq032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mufabar, Kamba Janna, Hilaluddin Hanafi, and Aderlaepe Aderlaepe. "TEACHING READING COMPREHENSION THROUGH TASK BASED LANGUAGE TEACHING." Journal of Language Education and Educational Technology (JLEET) 5, no. 2 (2020): 83. http://dx.doi.org/10.33772/jleet.v5i2.12765.

Full text
Abstract:
This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT). Keywords: Reading Comprehension, Task Based Language Teaching.
APA, Harvard, Vancouver, ISO, and other styles
11

Ji, Yi. "Enhancing Chinese EFL Learners’ Participation in Task-based Language Teaching: A Design-Based Research." International Journal of Languages, Literature and Linguistics 4, no. 4 (2018): 261–71. http://dx.doi.org/10.18178/ijlll.2018.4.4.185.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Thi Thanh Hao, Dao. "THE EFFECTIVENESS OF TASK - BASED - LANGUAGE TEACHING IN IMPROVING IELTS READING SKILL." Journal of Science, Social Science 61, no. 12 (2016): 78–86. http://dx.doi.org/10.18173/2354-1067.2016-0108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

严, 欢. "The Definitions and Teaching Principle of “Task” in Task-Based Language Teaching." Advances in Education 08, no. 06 (2018): 711–17. http://dx.doi.org/10.12677/ae.2018.86113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Zhixuan, Liu. "Online Instruction Based on Task-based Language Teaching." Studies in Linguistics and Literature 5, no. 3 (2021): p30. http://dx.doi.org/10.22158/sll.v5n3p30.

Full text
Abstract:
The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.
APA, Harvard, Vancouver, ISO, and other styles
15

Shiny, K. G., and Dr J. Karthikeyan. "An Empirical Study on ICT Integrated Task Based Language Teaching to Promote English Language Speaking Skills." Journal of Advanced Research in Dynamical and Control Systems 11, no. 12-SPECIAL ISSUE (2019): 744–54. http://dx.doi.org/10.5373/jardcs/v11sp12/20193273.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Choi, Jaechul. "Teaching Spanish Bible Texts Through Task-Based Language Teaching." Estudios Hispánicos 95 (June 30, 2020): 29–60. http://dx.doi.org/10.21811/eh.95.29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Nahavandi, Naemeh, and Jayakaran Mukundan. "Task-based Language Teaching from Teachers’ Perspective." International Journal of Applied Linguistics & English Literature 1, no. 6 (2012): 115–21. http://dx.doi.org/10.7575/ijalel.v.1n.6p.115.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Anwar, Khoirul, and Yudhi Arifani. "Task Based Language Teaching: Development of CALL." International Education Studies 9, no. 6 (2016): 168. http://dx.doi.org/10.5539/ies.v9n6p168.

Full text
Abstract:
<p class="apa">The dominant complexities of English teaching in Indonesia are about limited development of teaching methods and materials which still cannot optimally reflect students’ needs (in particular of how to acquire knowledge and select the most effective learning models). This research is to develop materials with complete task-based activities by using CALL at junior high school in Indonesia. In order to entirely develop comprehensive materials, the first step is to do need analysis especially identifying task based learning model which fulfils students’ expectation, creates and develops pre task and task cycle (consisting of task, planning, and reporting) into CALL integration of learning module. The results of the students’ needs show that they like to have appropriate materials for their level, related to real life, variety of media and sources of learning chiefly incorporated to computer which optimizes interactive, contextual, and authentic materials. Therefore, the design of its prototype consists of three main steps. First, pre-task activity, it is designed in observing and questioning stage which is done by providing English comics with thematic situations. Second, main task activities, it is designed in exploring and associating stage which are done by presenting real life situations by utilizing videos, songs, and stories which elaborate exercises, role play, and discussion sections. Finally, post task activity, it is designed in communicating stage and it is intended to provide follow-up activities in wider contexts. The evaluation of the final product is done by validating the materials by means of a group discussion with English teachers.</p>
APA, Harvard, Vancouver, ISO, and other styles
19

Balsells, A. S. "Review: Task-based Language Learning and Teaching." ELT Journal 59, no. 1 (2005): 75–77. http://dx.doi.org/10.1093/elt/cci012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Surya, Satyawati. "TEACHING INNOVATION BY USING TASK BASED LEARNING." Journal of Culture, Arts, Literature, and Linguistics (CaLLs) 3, no. 1 (2017): 39. http://dx.doi.org/10.30872/calls.v3i1.816.

Full text
Abstract:
This study is concerned on the notion of using Task-Based Learning for teaching English Integrated Skills to the students of the first semester of English Department, Mulawarman University. In fact, most students have minimum knowledge and ability on English skills when they attend the class for their first semester. They also have lacks knowledge on grammar and limited vocabulary. The other factors determine the students’ success in learning a language are teaching methods, teachers’ competence on language and pedagogy, school environment, facilities and media. The limited and lacks of those factors cause unsuccessful in learning a language. A teaching innovation is necessary to be applied to the students in order that the students are able to know well about the language knowledge and theory, all at once, they can practice it although it is just in the classroom situation. The writer intends to introduce and try out the method of Task-Based Learning to the students while they are learning English. Task based learning is a different way to teach languages. It can help the student by placing her in a situation like in the real world. A situation where oral communication used is essential for doing a specific task. Task-based learning offers the student an opportunity to do exactly meaningful tasks or activities. The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The writer is interested to describe on how the Task-Based Learning is and what activities can be applied to teach English by using this method. This study produces some kinds of activities to teach English based on the topics which the activities on each topic is divided into three phases. Actually, it is the product of doing design and development research. It produces the teaching instructional model which applies Task-Based learning that can be utilized for teaching integrated skills. Keywords: task-based learning, phases of learning, integrated skills
APA, Harvard, Vancouver, ISO, and other styles
21

Esfandiari, Mehran. "Task-based Learning Applied: Satisfactory Grammar Coverage." International Journal of English and Cultural Studies 1, no. 1 (2018): 68. http://dx.doi.org/10.11114/ijecs.v1i1.3104.

Full text
Abstract:
Not only did the emergence of the idea of communicative competence result in grammar instruction being moved from its central position in traditional approaches, but it also helped to pave the way for the adoption of Communicative Language Teaching (CLT). As a tenet of language teaching methodology, the belief that languages are acquired through communication has appeared to be central to the development of task-based approaches to language teaching. Built upon the idea of learner-centeredness and CLT models of language learning, task-based learning (TBL) comes into play and encourages language learning through authentic acts of communication, interaction, and negotiation of meaning. With its main focus on fluency rather than accuracy, TBL has been criticized for inadequate grammar coverage. By drawing a distinction between a task and a grammar exercise and between focus on form and focus on forms, this paper argues that there are enough opportunities for satisfactory grammar coverage throughout a TBL lesson.
APA, Harvard, Vancouver, ISO, and other styles
22

Prianty, Tanty, Ngadiso Ngadiso, and Agus Wijayanto. "Task-Based Language Teaching: Perceptions and Implementation in Teaching Speaking." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (2022): 99–108. http://dx.doi.org/10.35445/alishlah.v14i1.1203.

Full text
Abstract:
This study explores teachers' and students’ perceptions of task-based language teaching in teaching speaking and the teacher's techniques in implementing task-based language teaching in teaching speaking. This study employs an explanatory case study design with an English teacher and 35 students of vocational schools in Indonesia involved in this study. Semi-structured interviews and classroom observations were used to collect the data. The data were analyzed qualitatively using interactive models of Miles, Huberman, and Saldana (2014). The finding indicates that both teacher and students had a positive perception toward task-based language teaching, especially its implementation in speaking class. Implementing task-based language teaching in speaking classes makes the classroom environment more effective. The implication indicates that how the teacher sets the knowledge into classroom implementation is related to what the teacher has understood about task-based language teaching.
APA, Harvard, Vancouver, ISO, and other styles
23

Mora, Joan C., and Mayya Levkina. "TASK-BASED PRONUNCIATION TEACHING AND RESEARCH." Studies in Second Language Acquisition 39, no. 2 (2017): 381–99. http://dx.doi.org/10.1017/s0272263117000183.

Full text
Abstract:
AbstractThis article synthesizes the conclusions of the empirical studies in this special issue and outlines key questions in future research. The research reported in this volume has identified several fundamental issues in pronunciation-focused task design that are discussed in detail and on which suggestions for further research are outlined. One crucial issue is how attention to pronunciation resulting in language-related episodes effectively leads to robust gains in accuracy. Another important aspect discussed is the need to adapt task design features to the phonological domain under focus and how to incorporate systematic patterns of first language interference into the task structure. Finally, we propose that future research in task-based pronunciation teaching and second language phonetics and phonology should systematically examine learner factors known to affect task performance and task features established in the research domains of lexical and grammatical development.
APA, Harvard, Vancouver, ISO, and other styles
24

Benson, Susan D. "Task-based language teaching: An empirical study of task transfer." Language Teaching Research 20, no. 3 (2015): 341–65. http://dx.doi.org/10.1177/1362168815569829.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

SEO, Masaki. "Localizing Task-Based Language Teaching in Hong Kong." Nihon Gakkan 13 (April 1, 2010): 146–59. http://dx.doi.org/10.32319/gakkan/2010/vol13/seo.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Montaner Villalba, Salvador. "A Practical Guide to Integrating Technology into Task-Based Language Teaching." Language Value, no. 9 (2017): 218–21. http://dx.doi.org/10.6035/languagev.2017.9.9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Bambulu, Dewi Oktaviani, Noldy Pelenkahu, and Maikel Sanger. "THE EFFECTIVENESS OF TASK BASED LANGUAGE TEACHING IN TEACHING WRITING." Journal of English Culture, Language, Literature and Education 9, no. 1 (2021): 44–57. http://dx.doi.org/10.53682/eclue.v9i1.1633.

Full text
Abstract:
The aim of this study was to see the effectiveness of Task-Based Language Teaching in Teaching Writing. Writing is very important for students because they can express themselves in writing form and being brave to state their own opinions. Many English teacher got some problem in teaching writing, the teacher must choose a strategy which is suitable on the students conditions. Not only speaking ability that must be taught and applied in the class but also writing ability. The data of this research was students scores in writing procedure text. The population of this study were the first grade and the sample was 31 students of smp berea tondano in academic year 2017/2018. The research used one group pre-test and post-test experiment. The result showed that there was an increase between the pre-test (62,40) and tghe post-test (67,60). In this research, the research used quantitative experimental research as design of this research. Then, the research identified and analyzed based on statistic calculation for getting good result accuratelty, completely and systematically. A teacher should be creative to use various strategy in english teaching moreover teaching writing. In choosing the strategy, the teacher should pay attention to the material will be given.
APA, Harvard, Vancouver, ISO, and other styles
28

Kailani, Ahmad, and Tenny Murtiningsih. "TEACHING ENGLISH FOR NURSING BY USING TASK-BASED LANGUAGE TEACHING." International Journal of Educational Best Practices 3, no. 2 (2019): 28. http://dx.doi.org/10.31258/ijebp.v3n2.p28-40.

Full text
Abstract:
English for nursing is one of the branches of English for Specific Purposes. This type of English lesson requires the teacher to choose a specific method in order to meet a specific learning objective. The final goal of learning this kind of English is to equip learners with competencies that suit their future job, one of them, is English skill. This is inseparable from the choice of an appropriate teaching method by the teacher. Many studies on the implementation of specific teaching methods have been undertaken. However, little is still known about the students' responses to the implementation of Task-Based Language Instruction in English for Nursing Classes. To fill this gap, the current study shed a light on this matter. This qualitative research aimed to explore students’ perception of this teaching method. There were 58 nursing students invited as the respondents. The data were garnered through interview and questionnaires. The implication of this research is to be contributed to the field of EFL teaching methodology as the expansion for the current studies in English for specific Purposes field.
APA, Harvard, Vancouver, ISO, and other styles
29

Bai, G. Reeta, and Dr Robinson C.S. "Second Language and Its Significance in Teaching and Learning through Task-based Learning: Literature Review." International Journal of Early Childhood Special Education 14, no. 1 (2022): 712–18. http://dx.doi.org/10.9756/int-jecse/v14i1.221083.

Full text
Abstract:
Learning a second language is not as simple as learning a regional language or mother tongue. Students can acquire the regional language faster because of the environment and usage of the language for survivors, where they get the opportunity to learn and get corrected. Whereas learning a second language without much reflection in routine will stress the learners to retain the language in the long run. To remove the barriers and learn the language better, task-based learning is one of the approaches that help the learners use the language without any intervention. Mistakes are rectified through observation and learning. It also indirectly helps the students to learn a second language faster. This review aims to define the character of task-based learning, the role of a teacher and the students, and to indicate the research carried out by various researchers. This literature review also states the effective usage of comics in task-based learning to improve the students’ learning outcomes. Reading has a great impact on an individual because many leaders were voracious readers and that was reflected in their speech, daily life, and the book they published.
APA, Harvard, Vancouver, ISO, and other styles
30

Prasad Bhandari, Laxman. "Task-Based Language Teaching: A Current EFL Approach." Advances in Language and Literary Studies 11, no. 1 (2020): 1. http://dx.doi.org/10.7575/aiac.alls.v.11n.1p.1.

Full text
Abstract:
Task-based language teaching (TBLT) is one of the widely discussed teaching approaches at present. Teaching a lesson using tasks needs careful consideration of the age and interests of the learners. This paper provides an overview, characteristics and advantages of TBLT; highlights teacher and student roles; and explores teachers’ perceptions of task-based language teaching. For this, I purposively selected two English language teachers teaching at secondary levels as the participants of my study. This study applies ethnographic research method and explores the participants’ perceptions of using language tasks in their classrooms. The findings suggest that though English language teachers hold positive attitudes on task-based language teaching as a current EFL approach, they are not well aware of the methods of using this approach in their classrooms.
APA, Harvard, Vancouver, ISO, and other styles
31

Thuy, Thuy Thanh. "Task-Based Language Teaching and its application in teaching “Business Vietnamese”." Science and Technology Development Journal 18, no. 2 (2015): 127–33. http://dx.doi.org/10.32508/stdj.v18i2.1199.

Full text
Abstract:
The field of language teaching has undergone many shifts and trends with various approaches and methods invented. Recently, there has been a widespread interest in taskbased approach. The aim of the paper is to provide an overview of Task-Based Language Teaching, highlighting its advantages and possibility to apply the approach in teaching Business Vietnamese. The first four parts of the paper in turn present the definition of the term “tasks”, the framework for Task-Based Language Teaching and the role of teachers in Task-Based Language Teaching, as well as some tips for applying this approach. The following one introduces the application of Task-Based Language Teaching to teaching Business Vietnamese at the Faculty of Vietnamese Studies, University of Social Sciences and Humanties, Vietnam National University Ho Chi Minh City. An example of how to design tasks for the course is also included. The paper ends with some recommendations for further research on the application of Task-Based Language Teaching in teaching Business Vietnamese.
APA, Harvard, Vancouver, ISO, and other styles
32

Jung, YeonJoo. "M. Long: Second Language Acquisition and Task-Based Language Teaching." Applied Linguistics 37, no. 3 (2016): 438–41. http://dx.doi.org/10.1093/applin/amv074.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Batstone, R. "Language form, task-based language teaching, and the classroom context." ELT Journal 66, no. 4 (2012): 459–67. http://dx.doi.org/10.1093/elt/ccs058.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Robertson, Margaret. "Task-Based Language Teaching and Expansive Learning Theory." TESL Canada Journal 31 (January 21, 2015): 187. http://dx.doi.org/10.18806/tesl.v31i0.1194.

Full text
Abstract:
Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit of locating TBLT in Expansive Learning Theory is that it provides concrete explanations for how cycles of meaning making and negotiation can be worked into task phases. It provides an elaboration of the cyclical learning processes that may be embedded in tasks, improving the intentionality and focus of language tasks. In doing this it clearly establishes task-based teaching as a robust construct for language teaching programs. Additionally, the location of TBLT within Expansive Learning Theory makes explicit the central importance of intercultural communication competence to language learning, positioning culture as a mediating artefact in learning. This may provide teachers choosing to use TBLT as their pedagogy with a theoretical underpinning of expansive learning and with tools to assist their teaching practice. Additionally, it may contribute to teacher training and professional development through clarity provided by placing TBLT pedagogy within the theoretical framework of Expansive Learning Theory.L’enseignement des langues basé sur les tâches (ELBT) est de plus en plus perçu comme une pédagogie efficace, mais sa place au sein des théories socioculturelles de l’apprentissage a donné lieu à des malentendus et des critiques. L’objectif de cet article est d’expliquer la concordance entre l’ELBT et la théorie de l’apprentissage expansif, d’une part, et les avantages de le faire, d’autre part. Le fait de situer l’ELBT dans la théorie de l’apprentissage expansif permet d’offrir des explications concrètes pour l’intégration des cycles de production de sens et de négociation dans les phases de tâches. L’élaboration des processus d’apprentissage cyclique qui peuvent être ancrés dans les tâches vient améliorer l’intentionnalité et l’objectif des tâches langagières, établissant ainsi l’enseignement basé sur les tâches comme cadre solide des programmes d’enseignement des langues, exposant l’importance centrale de la communication interculturelle dans l’apprentissage d’une langue et remettant à la culture un rôle de médiateur dans l’apprentissage. Tout ceci peut offrir aux enseignants qui choisissent de baser leur pédagogie sur l’ELBT un fondement théorique en apprentissage expansif et des outils pour appuyer leur pratique. L’intégration de la pédagogie de l’ELBT au sein du cadre théorique de l’apprentissage expansif peut également contribuer à la formation et au développement professionnel des enseignants.
APA, Harvard, Vancouver, ISO, and other styles
35

Ellis, Rod. "Options in a task-based language-teaching curriculum." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (2021): 11–46. http://dx.doi.org/10.1075/task.00002.ell.

Full text
Abstract:
Abstract I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.
APA, Harvard, Vancouver, ISO, and other styles
36

Cardoso, Gisele Luz. "Task based language learning and teaching with technology." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies, no. 66 (July 28, 2014): 307. http://dx.doi.org/10.5007/2175-8026.2014n66p307.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Rahmonova, Dildora, and Durdona Boychayeva. "TASK-BASED LANGUAGE TEACHING APPROACH IN ESP CLASSROOM." Theoretical & Applied Science 80, no. 12 (2019): 173–75. http://dx.doi.org/10.15863/tas.2019.12.80.34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Tan, Zhuxiu. "Task-based Language Teaching in Chinese EFL Context." International Journal for Innovation Education and Research 4, no. 4 (2016): 21–33. http://dx.doi.org/10.31686/ijier.vol4.iss4.528.

Full text
Abstract:
The attitudes and perceptions on Task-Based Language Teaching (TBLT) have recently received sustained academic attention. But most of these studies were done from teachers’ perspective. Despite learners’ central role and the great influence their attitudes and perceptions can have on their learning results in TBLT class, learners' attitudes and perceptions about TBLT have not received the due attention. LLittle has been done to investigate how language learners respond to TBLT in this respect, which is especially true in China. This paper aims to explore the attitudes and perceptions among a group of English as foreign language (EFL) learners in China. A sample of 166 learners at the tertiary level participated in the study. A task-based questionnaire was introduced to examine the attitudes and perceptions of these participants. The data were analyzed quantitatively and qualitatively. The results suggested a high level of understanding about task and TBLT properties among the majority of respondents. They generally hold positive attitudes and perceptions towards TBLT and therefore, most of the learners like to carry out TBLT in their English class teaching. Some important problems revealed by the findings are discussed and implications also offered.
APA, Harvard, Vancouver, ISO, and other styles
39

Narcy-Combes, Jean-Paul. "Rod Ellis, Task-based Language Learning and Teaching." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT, Vol. XXII N° 3 (October 15, 2003): 87–88. http://dx.doi.org/10.4000/apliut.3696.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Lee Seung Min and MinDeokGi. "Task-based language teaching in a research perspective." Journal of the Korea English Education Society 9, no. 3 (2010): 181–206. http://dx.doi.org/10.18649/jkees.2010.9.3.181.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Montesano Montessori, Nicolina. "Task-based language teaching from the teachers' perspective." Language and Intercultural Communication 13, no. 3 (2013): 363–66. http://dx.doi.org/10.1080/14708477.2013.797787.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Ellis, Rod. "Task-based language teaching: sorting out the misunderstandings." International Journal of Applied Linguistics 19, no. 3 (2009): 221–46. http://dx.doi.org/10.1111/j.1473-4192.2009.00231.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Gan, Zhengdong, and Constant Leung. "Illustrating formative assessment in task-based language teaching." ELT Journal 74, no. 1 (2019): 10–19. http://dx.doi.org/10.1093/elt/ccz048.

Full text
Abstract:
Abstract There has been an increasing professional and policy interest in using formative assessment as part of the learning process in the classroom, with increasing numbers of educators regarding it as an effective means of closing the gap between students’ current and desired performance. However, there is a range of different views on what actually constitutes formative assessment and how it may be incorporated into regular classroom teaching. Furthermore, formative assessment is often misconstrued in reality, and teachers face considerable challenges in implementing formative assessment in their daily classes, particularly in the ESL teaching context. The purpose of this article is, therefore, to review how formative assessment has recently been discussed in both general education and L2 assessment fields, and to illustrate how formative assessment can be implemented in task-based language teaching in the daily ESL classroom.
APA, Harvard, Vancouver, ISO, and other styles
44

Zhang, Bangyin. "Ellis, R. 2019. Introducing task-based language teaching." Language Teaching for Young Learners 2, no. 1 (2020): 152–55. http://dx.doi.org/10.1075/ltyl.00014.zha.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Hadley, Gregory. "Task-based Language Teaching from the Teachers' Perspective." System 41, no. 1 (2013): 194–96. http://dx.doi.org/10.1016/j.system.2013.01.010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Barrot, Jessie. "Implementing Task-based Language Teaching in ESL Classrooms." Advanced Science Letters 23, no. 2 (2017): 944–47. http://dx.doi.org/10.1166/asl.2017.7450.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Ellis, Rod. "Position paper: Moving task-based language teaching forward." Language Teaching 50, no. 4 (2017): 507–26. http://dx.doi.org/10.1017/s0261444817000179.

Full text
Abstract:
The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces – such as how a ‘task’ should be defined, the nature and timing of the ‘focus-on-form’ required, how to determine task complexity and sequence tasks, the role of explicit instruction, the timing of focus on form and the teacher training needed to ensure effective uptake of TBLT – and to also consider what solutions are possible. Disagreements exist regarding the relative merits of task-based and task-supported language teaching. I will propose that a hybrid/modular syllabus that allows for a balance between an object-oriented and a tool-oriented view of language teaching offers the most promising way forward.
APA, Harvard, Vancouver, ISO, and other styles
48

Amat, Eleonor, John Karl Tejada, and Ramil Ilustre. "Content-Based and Task-Based Language Teaching in L2 Classroom." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (2022): 24–34. http://dx.doi.org/10.32996/jeltal.2022.4.3.3.

Full text
Abstract:
This recent journal offered a brief review of significant research findings on second language acquisition related to two language approaches, namely, Content-Based Language Teaching (CBLT) and Task-Based Language Teaching (TBLT). Based on different research provided in this journal, the following strengthen the role, effectiveness, and importance of CBLT and TBLT in a language classroom by improving language instructions and learning processes during the acquisition of a second language.
APA, Harvard, Vancouver, ISO, and other styles
49

Noroozi, Majeed, and Seyyedmohammad Taheri. "The Distinguishing Characteristic of Task-based Language Assessment." Journal of Language Teaching and Research 12, no. 5 (2021): 688–95. http://dx.doi.org/10.17507/jltr.1205.07.

Full text
Abstract:
Since its advent, the principles of Task-Based Language Teaching have been extended to assessment giving rise to Task-Based Language Assessment. Despite the growing body of research on the efficacy of Task-Based Language Teaching in instruction, the application of the assessment based on the tenets of Task-Based Language Teaching has been mainly neglected in some studies owing to their lack of use of Task-Based Language Assessment to measure the effectiveness of Task-Based Language Teaching (viz., Li, et al., 2016). The present study emphasizes the importance of Task-Based Language Assessment and highlights the feature that distinguishes this type of assessment from other assessments. The study concludes that while the performance-referenced feature of Task-Based Language Assessment is an essential characteristic thereof, it is, in fact, the holistic and direct feature of Task-Based Language Assessment that distinguishes it from other assessments. The more the assessment measure is incorporated in the performance of assessment tasks, the more the assessment tasks are based on the tenets of Task-Based Language Assessment. Therefore, the holistic and contextualized assessment tasks improve the confidence with which language teachers could generalize the results of the assessment tasks to real-life situations.
APA, Harvard, Vancouver, ISO, and other styles
50

Malihah, Noor. "The Effectiveness of Speaking Instruction through Task-Based Language Teaching." Register Journal 3, no. 1 (2010): 85. http://dx.doi.org/10.18326/rgt.v3i1.1152.

Full text
Abstract:
Speaking is a crucial part of second language learning and teaching. Teaching speaking is not merely to let students to repeat or memorize dialogues, but they should be able to use the utterance to communicate in the real situations. Teachers’ attitudes to respond the students thought and opinion is important, as they should not be forced to speak and putthem in the deep anxiety, but we invite the learners to use any languages in the performance of oral tasks where teachers give a task and learners complete the task. Teachers should be able to create such situations where students hold meaningful tasks that will promote their speaking proficiency. This can be realized when students works with their friends in groups to complete a task. Task-Based approach is the alternate to solve the problem where learning is developed through performing a series of activities as steps towards successful task realization.Key words: Language learning and teaching; speaking instruction; taskbasedapproach; task
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography