Sources, developments and directions of task-based language teaching

Martin Bygate

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

This paper provides an outline of the origins, the current shape and the potential directions of task-based language teaching (TBLT) as an approach to language pedagogy. It first offers a brief description of TBLT and considers its origins within language teaching methodology and second language acquisition. It then summarises the current position of TBLT from two perspectives: first, it identifies key elements in approaches to the teaching of language based on tasks, and second, it turns to a consideration of the principal issues that have been explored in TBLT research. The paper concludes by considering directions for the future development of TBLT as an approach to language pedagogy, highlighting the need for future research to be classroom-based and programme-based.

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References

1966Toward a Theory of Instruction 1996The Role of the Linguistic Environment in Second Language Acquisition 1999A Cognitive Approach to Language Learning 1995How Languages Are Learned 2004Task-Based Language Teaching 2014Understanding Second Language Acquisition 1980Teaching Language as Communication 2001Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing

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2016Task-based language teaching and learning 2016Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study 2021The Cambridge Handbook of Task-Based Language Teaching 2018Child task-supported interaction in the Spanish EFL setting. Research and challenges 2017Implementation of a Localized Task‐Based Course in an EFL Context: A Study of Students’ Evolving Perceptions 2016Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas

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