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Theory, empiricism and practice: Commentary on TBLT in ARAL 2016

  • Martin Bygate (a1), Susan M. Gass (a2), Alison Mackey (a3), Rhonda Oliver (a4) and Peter Robinson (a5)...


This commentary includes consideration of theory, opinion, empirical work, evaluative work and practice in a subset of papers that appeared in ARAL (2016) on task-based language teaching. Addressing the wider logic, theoretical underpinnings and instructional implications of TBLT is a serious applied linguistics challenge and one that the TBLT area is increasingly in a position to engage with in the search for evidence-based solutions to problems in designing, implementing and assessing the effects of TBLT. The contributors take a sometimes approving, occasionally critical and always forward looking perspective on the contributions of ARAL 2016 and the directions and challenges facing the field.



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Baralt, M., Harmath-de Lemmos, S., & Werfelli, S. (2014). Teachers' application of the Cognition Hypothesis when lesson planning: A case study. In Baralt, M., Gilabert, R., & Robinson, P. (2014). (Eds.), Task sequencing and instructed second language learning. London: Bloomsbury Academic.
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Van den Branden, K. (2016). The Role of Teachers in Task-Based Language Education, Annual Review of Applied Linguistics, 36, 164181.
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Annual Review of Applied Linguistics
  • ISSN: 0267-1905
  • EISSN: 1471-6356
  • URL: /core/journals/annual-review-of-applied-linguistics
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