Task-based language teaching: sorting out the ...

Task-based language teaching : sorting outthe misunderstandingsijal_231 EllisShanghai International Studies University and Universityof AucklandThis paper begins by offering a definition of task and by emphasizing thatthere is no single Task-based teaching approach. It then evaluates a numberof criticisms of TBT, drawing on recent critiques by Widdowson, Seedhouse,Sheen, and Swan. It is argued that many of these criticisms stem from a funda-mental misunderstanding of what a task is, and of the theoretical rationalesthat inform Task-based teaching . These criticisms also reflect a failure toacknowledge that multiple versions of Task-based teaching exist. In par-ticular, it is argued that Task-based teaching need not be seen as an alternativeto more traditional, form-focused approaches but can be used alongsidethem. The paper concludes with an examination of a number of genuineproblems with implementing Task-based teaching , as reflected in : tasks , Task-based - language teaching , responding to critiquesIntroductionTask- based language teaching (TBLT) has attracted increasing attention fromresearchers and teacher educators since Candlin and Murphy s (1987)seminal collection of papers.

Task-based language teaching: sorting out the misunderstandings ijal_231 221..246 Rod Ellis Shanghai International Studies University and University of Auckland This paper begins by offering a definition of ‘task’ and by emphasizing that

Loading..

Tags:

  Based, Language, Teaching, Tasks, Storing, Misunderstandings, Task based language teaching, Sorting out the misunderstandings

Information

Related search queries