Bibliographic Details
| Title: |
Task-Based Language Teaching. |
| Authors: |
Ellis, Rod1 |
| Source: |
JALT Journal. May2026, Vol. 48 Issue 1, p23-50. 28p. |
| Subject Terms: |
*Teaching methods, *Lesson planning, *Teacher education, *Curriculum planning, *Second language acquisition, *Foreign language education, *Language ability testing |
| Abstract: |
This article presents a comprehensive overview of Task-Based Language Teaching (TBLT), tracing the author's professional evolution from Second Language Acquisition (SLA) research to a dedicated focus on this pedagogical approach. Motivated by a desire for practical application and a response to the limitations of traditional structural methods observed in contexts like Japan, TBLT is defined as an approach where the "task" is the central unit of syllabus design and lesson planning. The article delineates core principles distinguishing TBLT from task-supported teaching, including the primacy of meaning, the absence of prior explicit instruction, and the integral role of focus on form. It confronts common misunderstandings about TBLT before addressing significant "real issues" necessary for its advancement. These include defining a task, measuring performance and learning, sequencing tasks, utilising lesson stages, integrating explicit instruction, and accommodating individual differences. The discussion advocates for a flexible, context-sensitive implementation of TBLT, potentially through hybrid curricula, and underscores the need for longitudinal research and teacher education to consolidate its theoretical foundations with classroom practice. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
