Task-Based Language Teaching

A reader

ORCID logoKris Van den Branden | Katholieke Universiteit Leuven
Martin Bygate | University of Lancaster
John M. Norris | University of Hawai'i at Manoa
ISBN 9789027207173 | EUR 110.00 | USD 165.00
ISBN 9789027207180 | EUR 36.00 | USD 54.00
Over the past two decades, task-based language teaching (TBLT) has gained considerable momentum in the field of language education. This volume presents a collection of 20 reprinted articles and chapters representative of work that appeared during that period. It introduces readers­ – graduate students, researchers, teachers – ­to foundational ideas and themes that have marked the emergence of TBLT. The editors provide a first chapter that locates TBLT within broader discourses of educational practice and research on language learning and teaching. The book then features four sections consisting of important, often difficult to find, writings on major themes: fundamental ideas, approaches, and definitions in TBLT; curriculum, syllabus, and task design; variables affecting task-based language learning and performance; and task-based assessment. In a concluding chapter, the editors challenge simplistic notions of TBLT by reflecting on how this body of work has initiated the possibility of a truly researched language pedagogy, and they highlight critical directions in TBLT research and practice for the future.
[Task-Based Language Teaching, 1] 2009.  ix, 512 pp.
Publishing status: Available
Table of Contents
“This volume provides the reader with a clear sense of the principles and developmental progress of task-based language teaching, and introduces the central themes of TBLT throughout the past 20 years. One of the book’s strengths is the intuitive organization of the four main sections, which provides readers with an easy-to-follow and logical discussion of the emergence and development of the TBLT approach from theoretical foundations to empirical evidence and assessment practices. Professionals familiar with TBLT will find the material included in this reader to be a review of already well known work, nicely organized and presented in one place. Researchers and students beginning their investigations into TBLT will find this volume to be an invaluable resource for key theoretical, foundational, and empirical discussions. Students and educators will appreciate the editors’ accessible writing style and the thought-provoking key questions that conclude each section and provide readers with interesting ideas to keep in mind as they go over each chapter. Overall, this volume is an excellent resource for students, educators, and novice TBLT researchers and would make an ideal textbook for an undergraduate or graduate task-based language teaching course.”
Cited by

Cited by 71 other publications

Adams, Rebecca
2009. Recent publications on task‐based language teaching: a review. International Journal of Applied Linguistics 19:3  pp. 339 ff. DOI logo
Alcón-Soler, Eva
2018. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 56 ff. DOI logo
Alwi, Nik Aloesnita Nik Mohd, Rebecca Adams & Jonathan Newton
2012. Writing to learn via text chat: Task implementation and focus on form. Journal of Second Language Writing 21:1  pp. 23 ff. DOI logo
Andon, Nick & Johannes Eckerth
2009. Chacun à son gout? Task‐based L2 pedagogy from the teacher's point of view. International Journal of Applied Linguistics 19:3  pp. 286 ff. DOI logo
Becerra-Posada, Tatiana & Diana Cristina Arroyo
2023. Colombian Preservice Teachers Enacting Task-Based Language Teaching Principles Before and During the Transition to Remote Teaching. Profile: Issues in Teachers' Professional Development 25:2  pp. 29 ff. DOI logo
Brindley, Geoff
2012. Task‐Based Assessment. In The Encyclopedia of Applied Linguistics, DOI logo
Bygate, Martin, John Norris & Kris van den Branden
2015. Task‐Based Language Teaching. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Calvert, Megan & Younghee Sheen
2015. Task-based language learning and teaching: An action-research study. Language Teaching Research 19:2  pp. 226 ff. DOI logo
Crawford, William J. & Meixiu Zhang
2021. How can register analysis inform task-based language teaching?. Register Studies 3:2  pp. 180 ff. DOI logo
del Pilar García Mayo, María
2018. Focused Versus Unfocused Tasks. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
del Pilar García Mayo, María
2018. Dictogloss Technique. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
García Mayo, María del Pilar
2015. The interface between task-based language teaching and content-based instruction. System 54  pp. 1 ff. DOI logo
Dolgova Jacobsen, Natalia
2016. The Best of Both Worlds: Combining Cognitive Linguistics and Pedagogic Tasks to Teach English Conditionals. Applied Linguistics  pp. amw030 ff. DOI logo
East, Martin
2014. Mediating pedagogical innovation via reflective practice: a comparison of pre-service and in-service teachers’ experiences. Reflective Practice 15:5  pp. 686 ff. DOI logo
East, Martin
2015. Taking communication to task – again: what difference does a decade make?. The Language Learning Journal 43:1  pp. 6 ff. DOI logo
East, Martin
2017. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50:3  pp. 412 ff. DOI logo
East, Martin
2019. Sustaining innovation in school modern foreign language programmes: teachers’ reflections on task-based language teaching three years after initial teacher education. The Language Learning Journal 47:1  pp. 105 ff. DOI logo
East, Martin
2020. Task-based language teaching as a tool for the revitalisation of te reo Māori: one beginning teacher’s perspective. The Language Learning Journal 48:3  pp. 272 ff. DOI logo
Fischer, Johann
2020. The underlying action-oriented and task-based approach of the CEFR and its implementation in language testing and assessment at university. Language Learning in Higher Education 10:2  pp. 301 ff. DOI logo
Foster, Pauline
2009. Task‐based language learning research: expecting too much or too little?. International Journal of Applied Linguistics 19:3  pp. 247 ff. DOI logo
Frijns, Carolien & Kris Van den Branden
2021. Unlocking the power of productive classroom talk for early second language acquisition. TASK. Journal on Task-Based Language Teaching and Learning 1:1  pp. 71 ff. DOI logo
Gasparini, Alice
2018. Building Tasks with Instant Messaging Apps. e-mentor 77:5  pp. 24 ff. DOI logo
Gatbonton, Elizabeth, Ildiko Pelczer, Conor Cook, Vivek Venkatesh, Christine Nochasak & Harriet Andersen
2020. A Pedagogical Corpus to Support a Language Teaching Curriculum to Revitalize an Endangered Language. In Indigenous Studies,  pp. 533 ff. DOI logo
Gonzalez‐Lloret, Marta
2023. Task‐Based Pragmatics Teaching. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
González‐Lloret, Marta
2017. Technology for Task‐based Language Teaching. In The Handbook of Technology and Second Language Teaching and Learning,  pp. 234 ff. DOI logo
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2  pp. 213 ff. DOI logo
Han, ZhaoHong & Eun Young Kang
2018. Revisiting the Cognition Hypothesis: Bridging a gap between the conceptual and the empirical. International Journal of Applied Linguistics 28:3  pp. 391 ff. DOI logo
Hismanoglu, Murat & Sibel Hismanoglu
2011. Task-based language teaching: What every EFL teacher should do. Procedia - Social and Behavioral Sciences 15  pp. 46 ff. DOI logo
Jackson, Daniel O. & Alfred Rue Burch
2017. Complementary Theoretical Perspectives on Task‐Based Classroom Realities. TESOL Quarterly 51:3  pp. 493 ff. DOI logo
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity. Language Learning 63:2  pp. 330 ff. DOI logo
Jezak, Monika & Russell de Haan
2021. Enseignement par tâche en milieu d’immigration francophone au Canada : pratiques déclarées et perceptions des enseignants de français langue seconde. La Revue de l’AQEFLS 33:1  pp. 28 ff. DOI logo
Khezrlou, Sima
2023. The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?. Language Awareness 32:3  pp. 387 ff. DOI logo
Kim, Minkyung, Hakyoon Lee & YouJin Kim
2018. Chapter 2. Learning of Korean honorifics through collaborative tasks. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 28 ff. DOI logo
Kim, YouJin
2015. The Role of Tasks as Vehicles for Language Learning in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction,  pp. 163 ff. DOI logo
Kim, YouJin, Sanghee Kang, Meredith D’Arienzo & Naoko Taguchi
2023. Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes. Language Teaching Research DOI logo
Kong, Dong-Kwan
2012. Task-based Language Teaching in an Advanced Korean Language Learning Program. The Korean Language in America 17:Special Issue 2012  pp. 32 ff. DOI logo
Kong, Dong-Kwan
2012. Task-based Language Teaching in an Advanced Korean Language Learning Program. The Korean Language in America 17:Special Issue 2012  pp. 32 ff. DOI logo
Kurek, Malgorzata & Andreas Müller-Hartmann
2017. Task design for telecollaborative exchanges: In search of new criteria. System 64  pp. 7 ff. DOI logo
Lee, Cynthia, Alexander Seeshing Yeung & Tiffany Ip
2017. University english language learners' readiness to use computer technology for self-directed learning. System 67  pp. 99 ff. DOI logo
Li, Guofang & Xiaopeng Ni
2013. Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language. International Journal of Computer-Assisted Language Learning and Teaching 3:1  pp. 33 ff. DOI logo
Li, Guofang & Xiaopeng Ni
2014. Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students' Achievement in English as a Foreign Language. In Computational Linguistics,  pp. 1374 ff. DOI logo
Liu, Chunyan & Rui Guo
2020. A Study of Localization of Task-Based Language Teaching in China. Chinese Journal of Applied Linguistics 43:2  pp. 205 ff. DOI logo
Loewen, Shawn & Masatoshi Sato
2021. Exploring the relationship between TBLT and ISLA. TASK. Journal on Task-Based Language Teaching and Learning 1:1  pp. 47 ff. DOI logo
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2017. Procedural repetition in task-based interaction among young EFL learners. ITL - International Journal of Applied Linguistics 168:2  pp. 183 ff. DOI logo
Merse, Thorsten
2021. Task Typologies for Engaging with Cultural Diversity: The Queer Case of LGBTIQ* Issues in English Language Teaching. In International Perspectives on Diversity in ELT,  pp. 91 ff. DOI logo
Moore, Paul J.
2018.  Task‐Based Language Teaching ( TBLT ) . In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Ortega, Lourdes
2012. Epistemological diversity and moral ends of research in instructed SLA. Language Teaching Research 16:2  pp. 206 ff. DOI logo
Phung, Linh
2017. Task preference, affective response, and engagement in L2 use in a US university context. Language Teaching Research 21:6  pp. 751 ff. DOI logo
Purpura, James E.
2016. Second and Foreign Language Assessment. The Modern Language Journal 100:S1  pp. 190 ff. DOI logo
Reed, Beatrice Szczepek
2012. Prosody in Conversation: Implications for Teaching English Pronunciation. In Pragmatics and Prosody in English Language Teaching [Educational Linguistics, 15],  pp. 147 ff. DOI logo
Robinson, Peter & Roger Gilabert
2012. Task‐Based Learning: Cognitive Underpinnings. In The Encyclopedia of Applied Linguistics, DOI logo
Révész, Andrea
2014. Task‐Based Learning: Research Methods. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Santos, Sara
2023. Aumento das exigências de raciocínio de uma tarefa e sequenciação na produção oral de aprendizes chineses de português como língua estrangeira. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 39:4 DOI logo
Sherris, Ari, Tachini Pete & Erin Haynes
2015. 6. Literacy and language instruction. In Language Endangerment [Cognitive Linguistic Studies in Cultural Contexts, 7],  pp. 111 ff. DOI logo
Skehan, Peter, Bei Xiaoyue, Li Qian & Zhan Wang
2012. The task is not enough: Processing approaches to task-based performance. Language Teaching Research 16:2  pp. 170 ff. DOI logo
Taguchi, Naoko, Daniel H. Dixon, Yuqing Qin & Ying Chen
2022. Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making. Language Teaching Research  pp. 136216882211108 ff. DOI logo
Taguchi, Naoko & Youjin Kim
2016. Collaborative Dialogue in Learning Pragmatics: Pragmatic-Related Episodes as an Opportunity for Learning Request-Making. Applied Linguistics 37:3  pp. 416 ff. DOI logo
Taguchi, Naoko & YouJin Kim
2018. Chapter 1. Task-based approaches to teaching and assessing pragmatics. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 2 ff. DOI logo
Thi, Nguyen Anh & Phuong Hoang Yen
2020. Impacts of a one-shot training program for in-service teachers on the application of Task-based Language Teaching. Can Tho University Journal of Science 12:3 DOI logo
Ting, Yen-Ling Teresa
2020. The Symbiotic Energy of [Complex Content]+[Foreign Language]. In Examining Content and Language Integrated Learning (CLIL) Theories and Practices [Advances in Educational Technologies and Instructional Design, ],  pp. 37 ff. DOI logo
Torres, Julio & Nicole A. Vargas Fuentes
2021. Heritage Language Learners’ Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments. Languages 6:2  pp. 110 ff. DOI logo
TREVISOL, Juliane Regina & Raquel Carolina Ferraz D’ELY
Tyler, Andrea E. & Lourdes Ortega
2018. Chapter 1. Usage-inspired L2 instruction. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49],  pp. 3 ff. DOI logo
Van den Branden, Kris
2016. The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics 36  pp. 164 ff. DOI logo
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2017. The Effects of Mode and Task Complexity on Second Language Production. Language Learning 67:2  pp. 394 ff. DOI logo
Wang, Zhan & Gaowei Chen
2018. Chapter 4. Discourse performance in L2 task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 97 ff. DOI logo
Wang, Zhan & Peter Skehan
2014. Chapter 6. Structure, lexis, and time perspective: Influences on task performance. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 155 ff. DOI logo
Yang, Jie Chi & Hui Fen Hsu
2013. 2013 Second IIAI International Conference on Advanced Applied Informatics,  pp. 166 ff. DOI logo
Yang, Weiwei & YouJin Kim
2020. The effect of topic familiarity on the complexity, accuracy, and fluency of second language writing . Applied Linguistics Review 11:1  pp. 79 ff. DOI logo
Yen Phuong, Hoang, Kris Van den Branden, Elke Van Steendam & Lies Sercu
2015. The impact of PPP and TBLT on Vietnamese students’ writing performance and self-regulatory writing strategies. ITL - International Journal of Applied Linguistics 166:1  pp. 37 ff. DOI logo
[no author supplied]
2012. References. In Language Teaching Research and Language Pedagogy,  pp. 349 ff. DOI logo

This list is based on CrossRef data as of 17 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2008055547 | Marc record