Domains and Directions in the Development of TBLT

A decade of plenaries from the international conference

Martin Bygate | Lancaster University
ISBN 9789027207319 | EUR 99.00 | USD 149.00
ISBN 9789027207326 | EUR 33.00 | USD 49.95
ISBN 9789027267825 | EUR 99.00/33.00*
| USD 149.00/49.95*
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This volume brings together contemporary position statements and research reviews which were originally presented as Plenary Addresses to the Biennial International Conference on Task-Based Language Teaching, between 2005 and 2013. It thus assembles up-to-date reflections, critiques, and recommendations from influential researchers working within the TBLT paradigm over the last 30 years, thereby also highlighting most of the major theoretical perspectives so far developed. While the plenarists structured their chapters around their original presentations, they have been invited to update their thinking as they feel appropriate and in response to recent developments in the field. The collection thus offers representative and accessible coverage of a range of approaches to the overall philosophy of TBLT, to the relationship between TBLT and the study of second language acquisition, and to the development and implementation of TBLT as a comprehensive approach to language education, curriculum, and pedagogy.
[Task-Based Language Teaching, 8] 2015.  xxiv, 325 pp.
Publishing status: Available
Table of Contents
Cited by

Cited by 13 other publications

Akbar, Fazal
2017. The Niche Marketing Strategy Constructs (Elements) and Its Characteristics - A Review of the Relevant Literature. SSRN Electronic Journal DOI logo
Andon, Nick
2018. Chapter 5. Optimal conditions for TBLT?. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 132 ff. DOI logo
Andon, Nick, Martin Dewey & Constant Leung
2018. Chapter 9. Tasks in the pedagogic space. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 236 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
Korvesi, Evgenia & Marije Michel
2022. Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development. Languages 7:4  pp. 276 ff. DOI logo
Li, Jiantao, Qingjia Kou & Mohammad Mosiur Rahman
2023. Designing Tasks through Second Life for CFL Learners in the UK University. Education Research International 2023  pp. 1 ff. DOI logo
Mackey, Alison
2020. Interaction, Feedback and Task Research in Second Language Learning, DOI logo
Nagai, Noriko, Gregory C. Birch, Jack V. Bower & Maria Gabriela Schmidt
2020. Integrating Learning, Teaching, and Assessment. In CEFR-informed Learning, Teaching and Assessment [Springer Texts in Education, ],  pp. 197 ff. DOI logo
Payant, Caroline & Rachel Bright
2017. Technology‐Mediated Tasks: Affordances Considered From the Learners’ Perspectives. TESOL Journal 8:4  pp. 791 ff. DOI logo
Reagan, Derek & Caroline Payant
2018. Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 114 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
van Batenburg, Eline, Ron Oostdam, Amos van Gelderen, Ruben Fukkink & Nivja de Jong
2020. The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction. ITL - International Journal of Applied Linguistics 171:2  pp. 153 ff. DOI logo

This list is based on CrossRef data as of 18 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:  2015029381 | Marc record