Reflections on Task-Based Language Teaching

310 Pages·2018·2.482 MB·

by  Rod Ellis

Refl ections on Task-Based
Language Teaching
SECOND LANGUAGE ACQUISITION
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and Fellow Emeritus, Trinity College, Dublin, Ireland and Associate
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SECOND LANGUAGE ACQUISITION: 125
Refl ections on
Task-Based
Language Teaching
Rod Ellis
MULTILINGUAL MATTERS
Bristol • Blue Ridge Summit
DOI https://doi.org/10.21832/ELLIS0131
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Library of Congress Control Number: 2018001662
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ISBN-13: 978-1-78892-013-1 (hbk)
ISBN-13: 978-1-78892-012-4 (pbk)
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Contents
Acknowledgements ix
Preface xi
Part 1: Introduction 1
1 A Brief History of Task-based Language Teaching 3
Introduction 3
Background to the Emergence of TBLT 3
First Proposals for TBLT 8
Subsequent Developments 11
Technology-mediated TBLT 17
Task-based Language Assessment 18
Evaluating TBLT 19
Conclusion 20
2 Task-based Research and Language Pedagogy 22
Introduction 22
Defi ning ‘Task’ 23
Task from a Psycholinguistic Perspective 25
Task from a Sociocultural Perspective 33
Tasks in Language Pedagogy 36
Part 2: Researching Task-based Teaching 41
3 Non-Reciprocal Tasks, Comprehension and Second
Language Acquisition 45
Introduction 45
An Example of a Non-reciprocal Task 47
Input, Interaction and Language Acquisition:
The Theoretical Background 50
Modifi ed Input and Comprehension 53
Modifi ed Input and Acquisition 56
Comprehension and Language Acquisition 58
Qualitative Aspects of Modifi ed Input and Acquisition 60
Modifi ed Output and Comprehension/Acquisition 63
Implications for Language Teaching 65
Conclusion 67
v
vi Refl ections on Task-Based Language Teaching
4 Focus on Form 69
Introduction 69
Focus-on-form According to Long 69
Defi ning Pedagogic Focus on Form 72
The Psycholinguistic Dimension of Focus on Form 76
The Discoursal Dimension of Focus on Form 80
The Eff ects of Diff erent Types of Focus on Form 82
Critiques of Focus on Form 86
Comparative Studies of FonF and FonFs 87
Conclusion 88
5 Preparing Learners to Perform Tasks 91
Introduction 91
Design versus Implementation Variables 92
Rehearsal 92
Strategic Planning 96
Within-task Planning 103
Other Forms of Preparation 105
Conclusion: Moving Forward 106
6 Is There a Role for Explicit Instruction in Task-based
Language Teaching? 111
Introduction 111
Explicit Instruction 112
Explicit Instruction in the Pre-task Phase 113
Explicit Instruction in the Main-task Phase 121
Explicit Instruction in the Post-task Phase 123
Conclusion 125
7 Measuring Second Language Learners’ Oral Performance
of Tasks 128
Introduction 128
Measurement in the Interaction Approach 130
Sociocultural Theory Approach 136
The Psycholinguistic Approach 139
Personal Investment Approach 145
Conclusion 149
Part 3: Task-based Language Pedagogy 153
8 Task-based Language Teaching: Sorting Out the
Misunderstandings 155
Introduction 155
Background: Task-based Language Teaching is an
‘Approach’ not a ‘Method’ 156
Misunderstandings about TBLT 158
The Defi nition of a ‘Task’ 159
Contents vii
Semantic vs Pragmatic Meaning 160
Impoverished Interaction 161
Task-as-Workplan vs Task-as-Process 162
Inadequate Coverage of Grammar 164
Attention to Form 165
Consciousness-raising Tasks 166
Vocabulary and Pronunciation 167
Output- vs Input-based Task-based Language Teaching 167
The Role of the Teacher 168
Acquisition-rich versus Acquisition-poor Environments 169
‘Legislation by Hypothesis’ 170
Problems in Implementing TBLT 172
Conclusion 175
9 Moving Task-based Language Teaching Forward 177
Introduction 177
Real Issues 177
Conclusion 193
10 Towards a Modular Language Curriculum for Using Tasks 195
Introduction 195
Two Kinds of Syllabus 195
Task-supported and Task-based Language Teaching 196
The Compatibility of Task-supported and Task-based
Language Teaching 200
Determining the Content of the Task-based and
Structural Modules of the Curriculum 208
Conclusion 213
11 An Options-based Approach to Doing Task-based
Language Teaching 216
Introduction 216
The Case for an Options-based Approach 216
What is a ‘Task’? 217
Pre-Task Phase Options 220
Main-Task Phase Options 223
Post-Task Phase Options 228
Conclusion 231
12 Teachers Evaluating Tasks 232
Introduction 232
Practitioner Research 234
Micro-evaluation of Tasks 235
Some Examples of Micro-evaluations 239
Issues in the Micro-evaluation of Tasks 244
Conclusion 250
viii Refl ections on Task-Based Language Teaching
Part 4: Conclusion 253
13 Key Issues in Task-based Research and Pedagogy 255
Looking Back 255
Researching Task-based Language Teaching 256
Task-based Language Pedagogy: Questions Teachers Ask 262
Teacher Education Studies 270
Conclusion 272
References 275
Index 297
Acknowledgements
My thanks to go the publishers of the articles and chapters listed below for permission to
reprint them in this book.
Ellis, R. (2000) Task-based research and language pedagogy. Language Teaching Research
4, 193–220.
Ellis, R. (2001) Non-reciprocal tasks, comprehension and second language acquisition.
In M. Bygate, P. Skehan and M. Swain (eds) Researching Pedagogic Tasks Second
Language Learning, Teaching and Testing (pp. 49–74). Harlow: Longman Pearson.
Ellis, R. (2009) Task-based language teaching: Sorting out the misunderstandings.
International Journal of Applied Linguistics 19 (3), 222–246.
Ellis, R. (2012) An options-based approach to doing task-based language teaching. In M.
Eisenmann and T. Summer (eds) Basic Issues in EFL Teaching (pp. 19–33). Heidelberg:
Winter.
Ellis, R. (2015) Teachers evaluating tasks. In M. Bygate (ed.) Domains and Directions in
the Development of TBLT (pp. 247–270). Amsterdam: John Benjamins.
Ellis, R. (2016) Focus on form: A critical review. Language Teaching Research 20,
405–428.
Ellis, R. (2018) Preparing learners to perform tasks. In Z. Wen and M. Ahmadian (eds)
Researching Second Language Task Performance and Pedagogy: Essays in Honor of
Peter Skehan. Amsterdam: John Benjamins.
Ellis, R. (2017) Moving task-based language teaching forward. Language Teaching 50 (4),
441–482.
Ellis, R. (2017) Towards a modular curriculum. Language Teaching Research.
DOI: 10.1177/1362168818765315
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