Show simple item record

dc.contributor.authorEllis, Rod
dc.date.accessioned2018-02-06T06:16:32Z
dc.date.available2018-02-06T06:16:32Z
dc.date.created2018-02-06T05:50:01Z
dc.date.issued2017
dc.identifier.citationEllis, R. 2017. Position paper: Moving task-based language teaching forward. Language Teaching. 50 (4): pp. 507-526.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/63341
dc.identifier.doi10.1017/S0261444817000179
dc.description.abstract

Copyright © Cambridge University Press 2017. 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.

dc.titlePosition paper: Moving task-based language teaching forward
dc.typeJournal Article
dcterms.source.volume50
dcterms.source.number4
dcterms.source.startPage507
dcterms.source.endPage526
dcterms.source.issn0261-4448
dcterms.source.titleLanguage Teaching
curtin.note

This article has been published in a revised form in Language Teaching http://doi.org/10.1017/S0261444817000179. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works

curtin.departmentSchool of Education
curtin.accessStatusOpen access


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record