Kris Van den Branden

List of John Benjamins publications for which Kris Van den Branden plays a role.

Journals

Subjects Applied linguistics | Language acquisition | Language teaching | Multilingualism

TBLT as a Researched Pedagogy

Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate

[Task-Based Language Teaching, 12] 2018. viii, 292 pp.
Subjects Applied linguistics | Language acquisition | Language teaching

Task-Based Language Teaching: A reader

Edited by Kris Van den Branden, Martin Bygate and John M. Norris

[Task-Based Language Teaching, 1] 2009. ix, 512 pp.
Subjects Applied linguistics | Language acquisition | Language teaching

Task-Based Language Teaching

Edited by Kris Van den Branden and Machteld Verhelst

Special issue of ITL - International Journal of Applied Linguistics 152 (2006) ca. 160 pp.
Subjects Applied linguistics | Language acquisition | Language policy | Language teaching | Multilingualism
Van Gorp, Koen and Kris Van den Branden 2024 PrefaceTASK 4:1, pp. 1–4 | Editorial
Van Gorp, Koen, Kris Van den Branden, Jonathan Newton and Matthew D. Coss 2024 Talking it through with teachers: Jonathan Newton’s reflections on coursebooks, challenges, and opportunities for TBLTTASK 4:2, pp. 152–162 | Interview
This interview with Jonathan Newton explores key issues in task-based language teaching (TBLT), focusing on the relationship between TBLT and textbooks, and the potential for TBLT teacher development building on existing practices and materials. Newton challenges the wholesale rejection of… read more
Van den Branden, Kris and Koen Van Gorp 2024 PrefaceTASK 4:2, pp. 149–151 | Introduction
Van den Branden, Kris, Matthew D. Coss, Roger Gilabert and Aleksandra Malicka 2024 Task design, needs analysis, and task sequencing: An interview with Aleksandra Malicka and Roger GilabertTASK 4:1, pp. 5–22 | Interview
In this interview, Kris Van den Branden (TASK Co-Editor) and Matt Coss (TASK Editorial Assistant) invited international experts Dr. Roger Gilabert and Dr. Aleksandra Malicka to discuss their scholarship and recent thinking on areas of TBLT including needs analysis, syllabus design, task… read more
This study contributes to the explicit implicit debate by investigating to which extent adult learners of Hungarian develop knowledge of new grammar rules, and the proficiency to use them, through listening activities complemented with explicit grammar instruction or not. In a… read more
Van Gorp, Koen and Kris Van den Branden 2023 PrefaceTASK 3:1, pp. 1–4 | Editorial
Van Gorp, Koen and Kris Van den Branden 2023 Spreading the word: An interview with Jane WillisTASK 3:1, pp. 178–190 | Discussion
Jane Willis worked overseas as an English teacher and teacher trainer for many years, during which time she began using the Birmingham University International Language Database to design a series of course books based on a lexical syllabus and using a TBLT methodology. Then, back in the UK, she… read more
Van den Branden, Kris and Koen Van Gorp 2023 PrefaceTASK 3:2, pp. 209–212 | Editorial
Van Gorp, Koen and Kris Van den Branden 2022 TBLT in context: An interview with Rod EllisTASK 2:2, pp. 269–285 | Miscellaneous
Van den Branden, Kris and Koen Van Gorp 2022 PrefaceTASK 2:2, pp. 159–163 | Editorial
This study investigates whether participation in classroom interaction and a specific type of affective priming using parents’ pictures had positive effects on ethnic minority children’s L2 vocabulary acquisition. A quasi-experimental study was set up in which preschoolers-at-risk were engaged… read more
Van den Branden, Kris and Koen Van Gorp 2021 Introducing TASK: Editors’ preface to the first edition of TASKTASK 1:1, pp. 1–10 | Introduction
Van den Branden, Kris and Koen Van Gorp 2021 PrefaceTASK 1:2, pp. 151–154 | Introduction
This article provides a critical analysis of the language policy measures that were taken by the Flemish government (Belgium) to improve the quality of the teaching of the national language (Dutch) in compulsory education in Flanders and in the Flemish education system in Brussels. It builds on… read more
Samuda, Virginia, Martin Bygate and Kris Van den Branden 2018 Introduction: Towards a researched pedagogy for TBLTTBLT as a Researched Pedagogy, Samuda, Virginia, Kris Van den Branden and Martin Bygate (eds.), pp. 1–22 | Introduction
Vandommele, Goedele, Kris Van den Branden and Koen Van Gorp 2018 Chapter 6. Task-based language teaching: How task-based is it really?TBLT as a Researched Pedagogy, Samuda, Virginia, Kris Van den Branden and Martin Bygate (eds.), pp. 165–198 | Chapter
The purpose of the study described in this chapter was to explore the classroom practices of teachers with varying degrees of experience in task-based language teaching (TBLT) while using a task-based syllabus. In particular, we wanted to assess the extent to which their actual classroom practices… read more
Peters, Elke and Kris Van den Branden 2016 Editors’ prefaceITL - International Journal of Applied Linguistics 167:1, pp. 1–2 | Article
Task-based language teaching has been claimed to promote language acquisition by inviting learners to use language for meaningful purposes and focus on form while doing so. In this article, a range of classroom observation studies conducted in Flanders (Belgium) are reported, vividly illustrating… read more
While the available research literature appears to support the implementation of task-based language teaching (TBLT) in Western countries, few studies have been conducted to investigate its impact on classroom practice in Asia, especially in comparison with the presentation-practice-production… read more
Verhelst, Machteld, Koen Jaspaert and Kris Van den Branden 2012 The Impact Of Input On Early Second Language Vocabulary AcquisitionITL - International Journal of Applied Linguistics 163, pp. 21–42 | Article
This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model.… read more
Bygate, Martin, John M. Norris and Kris Van den Branden 2009 Coda: Understanding TBLT at the interface between research and pedagogyTask-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 495–499 | Miscellaneous
Norris, John M., Martin Bygate and Kris Van den Branden 2009 Section introTask-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 431–434 | Miscellaneous
Norris, John M., Martin Bygate and Kris Van den Branden 2009 Section introTask-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 243–247 | Miscellaneous
Norris, John M., Martin Bygate and Kris Van den Branden 2009 Section introTask-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 131–134 | Miscellaneous
Norris, John M., Martin Bygate and Kris Van den Branden 2009 Section introTask-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 15–19 | Miscellaneous
Educational priority policy schools differ in the learning outcomes they achieve with second language learners. School effectiveness research suggests that teachers can make a difference, but fails to make clear exactly how they can do so. This quasi-experimental study combines a comparison group… read more
Van den Branden, Kris 2009 Chapter 18. Training teachers: Task-based as well?Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 401–430 | Article
Van den Branden, Kris, Martin Bygate and John M. Norris 2009 Chapter 1. Task-based language teaching: introducing the reader.Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 1–13 | Article
In task-based language teaching (TBLT), defining and manipulating the complexity of language tasks has been claimed to be of crucial importance, in view of sequencing tasks in a task-based syllabus, manipulating tasks to meet specific learners' needs, and assessing language learners' current level… read more
Van den Branden, Kris 2008 Negotiation of meaning in the classroom: Does it enhance reading comprehension?Second Language Acquisition and the Younger Learner: Child's play?, Philp, Jenefer, Rhonda Oliver and Alison Mackey (eds.), pp. 149–169 | Article
This study focuses on young children’s negotiation behaviour in the classroom. Through negotiating for meaning, children may unravel the meaning of difficult input or be pushed to produce more adequate and correct output. Previous research has shown that young children, while reading for… read more
Van den Branden, Kris 2006 Book reviewTask-Based Language Teaching, Van den Branden, Kris and Machteld Verhelst (eds.), pp. 151–152 | Review
Van den Branden, Kris and Machteld Verhelst 2006 Preface: Task-Based Language Teaching: Forms and FunctionsTask-Based Language Teaching, Van den Branden, Kris and Machteld Verhelst (eds.), pp. 1–6 | Article
Van den Branden, Kris 2000 NIT of NTL? Over de Rol van Taal in het Voortgezet OnderwijsOnderzoek ontmoet onderwijs, pp. 25–35 | Article
In Flemish secondary schools, non-indigenous pupils underachieve. This is pardy due to the way teachers use Dutch as a medium of instruction. In the past, various pedagogical solutions have been put forward to address this problem. However, none of these appears to be successful, basically because… read more
Negotiation of meaning is thought to promote language acquisition in various ways. Paradoxically, both the quantity and quality of negotiation of meaning in the multicultural classroom has been shown to be poor. Particularly non-indigenous pupils with a lower level of language proficiency receive… read more