Professional Documents
Culture Documents
Task Based Language Teaching
Task Based Language Teaching
Language Teaching
Rod Ellis
University of Auckland
Task-based teaching some introductory comments
TBLT advocates
1. Nunan
2. Long
3. Skehan
4. Ellis
5. Willis
6. Norris
7. Van den Branden
What is a task?
Participatory organisation
Example of Guided Planning
Foster and Skehan 1999
Strategic planning options Description
She commented one of the most striking findings of the study was
that the majority of student non-target utterances went unaddressed
in any way (p. 9). One reason for this was that the students
utterances, although often ungrammatical, did not require any
adjustment in order to be understood.
Three ways:
1. Pica (2005) suggested that one way of addressing
this is to develop focused tasks (especially
information-gap tasks) that direct learners attention
to form.
2. Negotiation of form i.e. teachers didactically
address form even though no communication
breakdown has occurred.
3. Reviewing the linguistic problems learners
experienced in the post-task phase of the lesson.
The Post-Task Phase
Attention to form
Repeat Performance
Options include:
- review of learner errors (proof listening
Lynch)
- CR tasks
- Production practice