Macro- and micro-evaluations of task-based teaching

Abstract

Task-based language teaching (TBLT) constitutes a strong form of communicative language teaching. It aims to develop learners’ knowledge of a second language (L2) and their ability to use this knowledge in communication by engaging them in a series of communicative tasks. It differs from other approaches in that it does not attempt to teach learners predetermined linguistic items (i.e. vocabulary and grammar). TBLT is based on a view of language learning that claims that an L@2 is best learned through learners’ efforts to communicate with it. Central to an understanding of TBLT is the concept of ‘task’. Therefore, I will begin by a definition of this pedagogic construct.