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Task-Based Language Teaching.

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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]
Copyright of JALT Journal is the property of Japan Association for Language Teaching and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: <searchLink fieldCode="JN" term="%22JALT+Journal%22">JALT Journal</searchLink>. May2026, Vol. 48 Issue 1, p23-50. 28p.
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  Data: 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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  Data: <i>Copyright of JALT Journal is the property of Japan Association for Language Teaching and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.37546/JALTJJ48.1-2
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      – Code: eng
        Text: English
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        PageCount: 28
        StartPage: 23
    Subjects:
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Lesson planning
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Foreign language education
        Type: general
      – SubjectFull: Language ability testing
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      – TitleFull: Task-Based Language Teaching.
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              Text: May2026
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              Y: 2026
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