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Position Paper: Moving Task-Based Language Teaching Forward

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Title: Position Paper: Moving Task-Based Language Teaching Forward
Language: English
Authors: Ellis, Rod
Source: Language Teaching. Oct 2017 50(4):507-526.
Availability: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Peer Reviewed: Y
Page Count: 20
Publication Date: 2017
Document Type: Journal Articles
Reports - Descriptive
Opinion Papers
Descriptors: Task Analysis, Teaching Methods, Second Language Instruction, Second Language Learning, Criticism, Misconceptions, Course Descriptions, Grammar, Role, Teacher Education, Language Teachers
DOI: 10.1017/S0261444817000179
ISSN: 0261-4448
Abstract: The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces--such as how a "task" should be defined, the nature and timing of the "focus-on-form" required, how to determine task complexity and sequence tasks, the role of explicit instruction, the timing of focus on form and the teacher training needed to ensure effective uptake of TBLT--and to also consider what solutions are possible. Disagreements exist regarding the relative merits of task-based and task-supported language teaching. I will propose that a hybrid/modular syllabus that allows for a balance between an object-oriented and a tool-oriented view of language teaching offers the most promising way forward.
Abstractor: As Provided
Entry Date: 2017
Accession Number: EJ1154302
Database: ERIC
FullText Text:
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  Data: Position Paper: Moving Task-Based Language Teaching Forward
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  Data: Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
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  Data: <searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Criticism%22">Criticism</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink>
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  Data: The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces--such as how a "task" should be defined, the nature and timing of the "focus-on-form" required, how to determine task complexity and sequence tasks, the role of explicit instruction, the timing of focus on form and the teacher training needed to ensure effective uptake of TBLT--and to also consider what solutions are possible. Disagreements exist regarding the relative merits of task-based and task-supported language teaching. I will propose that a hybrid/modular syllabus that allows for a balance between an object-oriented and a tool-oriented view of language teaching offers the most promising way forward.
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      – SubjectFull: Second Language Instruction
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