Complementary Theoretical Perspectives on Task‐Based Classroom Realities

Abstract

Tasks are viewed as a principled foundation for classroom teaching, social interaction, and language development. This special issue sheds new light on how task-based classroom practices are supported by a diverse range of principles. This introduction describes current trends in classroom practice and pedagogic research in relation to task-based language teaching (TBLT), offering a rationale for revisiting the TESOL profession's understandings of the uses of tasks in language classrooms. It then summarizes the contributions appearing in this issue, which address topics including: interaction in task planning and completion, the use of tasks to support writing development, learner perceptions and interpretations of tasks, and the relationship between autonomy and TBLT. Collectively, these contributions advance complementary theoretical perspectives on classroom learning and teaching in diverse EFL and ESL settings. Overall, they reflect the broadening scope of second language acquisition theory while maintaining a tight focus on classroom realities.

TBLT and L2 Pronunciation

“…Decades of research on task-based language teaching and learning (TBLT) have demonstrated that tasks may encourage second/foreign language (L2) development by providing conditions for cognitive processes and social interactions that facilitate L2 acquisition (e.g., Long, 2015; Robinson, 2011; Skehan, 2014; for alternative, noncognitive viewpoints on TBLT, see Jackson & Burch, 2017). Specifically, manipulating task features has been shown to draw learners’ attention to target forms within meaning-based interaction; to encourage automatization and fluency of target structures; and to promote use of more accurate, varied, and/or complex forms.…”

Second Language Acquisition and world Englishes: Dialogue and engagement

“…Another potential avenue to consider is that of task‐based language teaching (TBLT). Though there is still a level of vagueness in how to define TBLT in the language teaching community, in its most pure sense, TBLT promotes language learning in relation to real‐world contexts (Jackson & Burch, ; Long, ). Specifically, learners are required to complete interactive tasks, which increase the potential for communicative breakdown.…”

A Task-Based Approach to Creating English Presentations in Extracurricular Settings

“…"What is a task?" seems to be a simple question, but there have been a variety of definitions and classifications (Ellis & Shintani, 2014;Jackson & Burth, 2017;Richards & Rodgers, 2014;Van den Branden, 2006). Among the various definitions, Ellis (2003) and Ellis and Shintani (2014) suggested four criteria for defining a "task.…”