Task-based language teaching: sorting out the misunderstandings Export

@article{citeulike:6005638, abstract = {This paper begins by offering a definition of 'task' and by emphasizing that there is no single 'task-based teaching' approach. It then evaluates a number of criticisms of TBT, drawing on recent critiques by Widdowson, Seedhouse, Sheen, and Swan. It is argued that many of these criticisms stem from a fundamental misunderstanding of what a 'task' is, and of the theoretical rationales that inform task-based teaching. These criticisms also reflect a failure to acknowledge that multiple versions of task-based teaching exist. In particular, it is argued that task-based teaching need not be seen as an alternative to more traditional, form-focused approaches but can be used alongside them. The paper concludes with an examination of a number of genuine problems with implementing task-based teaching, as reflected in evaluation studies.}, address = {Shanghai International Studies University and University of Auckland}, author = {Ellis, Rod}, citeulike-article-id = {6005638}, citeulike-linkout-0 = {http://dx.doi.org/10.1111/j.1473-4192.2009.00231.x}, citeulike-linkout-1 = {http://www.ingentaconnect.com/content/bpl/ijal/2009/00000019/00000003/art00002}, citeulike-linkout-2 = {http://www3.interscience.wiley.com/cgi-bin/abstract/122655100/ABSTRACT}, doi = {10.1111/j.1473-4192.2009.00231.x}, issn = {1473-4192}, journal = {International Journal of Applied Linguistics}, keywords = {tblt}, number = {3}, pages = {221--246}, posted-at = {2009-11-08 11:16:55}, priority = {2}, publisher = {Blackwell Publishing}, title = {Task-based language teaching: sorting out the misunderstandings}, url = {http://dx.doi.org/10.1111/j.1473-4192.2009.00231.x}, volume = {19}, year = {2009} }

TY - JOUR ID - citeulike:6005638 L3 - citeulike-article-id:6005638 N2 - This paper begins by offering a definition of 'task' and by emphasizing that there is no single 'task-based teaching' approach. It then evaluates a number of criticisms of TBT, drawing on recent critiques by Widdowson, Seedhouse, Sheen, and Swan. It is argued that many of these criticisms stem from a fundamental misunderstanding of what a 'task' is, and of the theoretical rationales that inform task-based teaching. These criticisms also reflect a failure to acknowledge that multiple versions of task-based teaching exist. In particular, it is argued that task-based teaching need not be seen as an alternative to more traditional, form-focused approaches but can be used alongside them. The paper concludes with an examination of a number of genuine problems with implementing task-based teaching, as reflected in evaluation studies. IS - 3 JF - International Journal of Applied Linguistics SN - 1473-4192 AD - Shanghai International Studies University and University of Auckland EP - 246 TI - Task-based language teaching: sorting out the misunderstandings PB - Blackwell Publishing VL - 19 SP - 221 KW - tblt AU - Ellis, Rod PY - 2009/// UR - http://dx.doi.org/10.1111/j.1473-4192.2009.00231.x ER -