Task-Based Language Teaching

Jackson, Daniel O.

doi:10.1017/9781009067973

Cited by 21 publications

(2 citation statements)

References 123 publications

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“…The theories of language learning underlying TBLT were based on the growing body of research on second language acquisition (SLA) that emphasizes the process of real communication by learners in classroom situations resembling real‐life language‐use contexts (Richards & Rodgers, 2014). According to Jackson (2022), tasks “enable learners to acquire communicative abilities and to participate in social activities relevant to their present or future goals” (p. 1); they offer students: opportunities for meaningful communication in their second language (L2), which can lead to the acquisition of new language through comprehensible input, feedback, and modified output; practice to attain fluency and utilize specific features of language that may be challenging to learn; choices regarding lesson content and procedures and thus more meaningful and engaging learning experiences. (p. 3) …”

Section: Tblt and Students’ Speaking Opportunitiesmentioning

confidence: 99%

“…By participating in a range of task‐types, learners will become experienced in adapting their interactional strategies to the context, thereby enhancing their IC. Some of these tasks include “jigsaw” and “information gap” tasks, as they particularly require students’ interactions for task completion (Jackson, 2022). Interactions can also be promoted in other task‐types such as “problem‐solving,” “decision‐making,” and “opinion exchange” depending on the task design (ibid.).…”

Section: Summary and Implicationsmentioning

confidence: 99%

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English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

Chan

Walsh

2023

Int J App Linguistics

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The use of English in international communication has focused scholarly attention on L2 learners’ development of interactional competence (IC), that is, the ability to co‐construct interactions purposefully and meaningfully in specific contexts. Under Hong Kong's bilingual education policy, students mainly learn and speak English in two classroom contexts: (1) English language and (2) English‐medium‐instruction (EMI) content‐area subject lessons, which may contribute to their IC development. This study compared the English‐speaking/learning experiences of students in these two classroom settings in three Hong Kong secondary schools. Task‐based language teaching (TBLT) was the recommended teaching approach in the English language subject in all these schools, but they adopted different medium‐of‐instruction arrangements in content‐area subjects. Their students also had different academic attainments. The investigation adopted a case study approach consisting of a questionnaire and semi‐structured focus group interviews (N = 160). Our findings suggest that students generally lacked opportunities to speak English, regardless of the specific school‐based policies. The higher‐proficiency students were given more opportunities to speak English in group/pair activities both in English language and EMI content‐area subjects. In contrast, the lower‐proficiency students received more explicit teaching of the linguistic forms/structures required in English examinations. The paper concludes by highlighting several critical issues concerning students’ IC development in bilingual education, namely, the effects of English‐medium education on students’ speaking ability, implementation of TBLT, the influence of examinations on teaching practices, and teachers’ role in promoting students’ interactional competence through classroom interactions.

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Section: Tblt and Students’ Speaking Opportunitiesmentioning

confidence: 99%

Section: Summary and Implicationsmentioning

confidence: 99%

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

Chan

Walsh

2023

Int J App Linguistics

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Grammar as a Pedagogical Target

Pawlak

2023

The Encyclopedia of Applied Linguistics

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Grammar teaching remains one of the most controversial issues in foreign and second language pedagogy. Despite claims that such pedagogical intervention is unnecessary and should even be abandoned, there is broad consensus right now that grammar instruction (GI) is beneficial or even indispensable in some contexts, especially such in which opportunities for everyday exposure to and use of the target language are limited. In addition, research findings provide evidence for the effectiveness of GI with respect to the use of targeted grammar features in controlled and communicative situations, both in the short and long run. Nevertheless, a number of controversial issues remain which are related, among others, to the choice of grammar structures to be taught, the way in which these structures should be included in the syllabus, the intensity and timing of pedagogical interventions, and the selection of instructional options to be employed. Such issues, however, are seldom recognized by L2 teachers in many contexts, and they continue to teach grammar in very traditional ways, focusing on the knowledge of rules and the use of such rules in controlled exercises. In light of these issues, the present entry focuses on the nature of L2 grammar knowledge, considers different instructional options as well as the empirical evidence concerning their effectiveness, and highlights the importance of the use of grammar learning strategies. Such considerations serve as a basis for identifying pedagogical challenges in GI as well as a handful of recommendations for classroom practice. Future research directions are also identified.

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Task‐Based Language Teaching (TBLT) as a Pedagogical Framework

East

2023

The Encyclopedia of Applied Linguistics

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TBLT is based on the concept that undertaking communicative and interactive tasks fosters second language acquisition. Interaction is the means through which learners of an additional language (L2) can be provided with scaffolding, feedback, and instruction and is underpinned by two principal theoretical frameworks: the cognitive interactionist and the sociocultural interactionist. The primary mechanism through which classroom interactions occur in TBLT is the task itself. It is therefore important to have a clear understanding of the task construct, and how tasks are to be differentiated from other activities that might take place in the task‐oriented classroom. Building on the central task construct, it is also important for teachers to consider how tasks at different levels of complexity may be sequenced so as to maximize L2 learning. Beyond the identification of a series of tasks, teachers need to consider the kind of input that is required before tasks are undertaken (i.e., pre‐task work to set up the tasks) and after tasks have been completed (i.e., post‐task work to push L2 learning forward). It is particularly at this point that TBLT has been interpreted in a broad range of ways in light of contrasting theories about the respective roles of teachers and learners in classrooms. It is concluded that teachers should be prepared to try out different approaches (learner‐centered versus teacher‐led) and to evaluate for themselves what seems to work in their own classrooms.

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Task-Based Language Teaching

Cited by 21 publications

References 123 publications

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

Grammar as a Pedagogical Target

Task‐Based Language Teaching (TBLT) as a Pedagogical Framework

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