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12 - Responding to the Critics of Task-Based Language Teaching

from Part V - Moving Forward

Published online by Cambridge University Press:  07 October 2019

Rod Ellis
Affiliation:
University of Auckland
Peter Skehan
Affiliation:
Birkbeck College, University of London
Shaofeng Li
Affiliation:
Florida State University
Natsuko Shintani
Affiliation:
Kansai University, Osaka
Craig Lambert
Affiliation:
Curtin University, Perth
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Summary

Task-based teaching has faced considerable criticism from teachers and teacher educators who maintain allegiance to more traditional approaches to teaching. Chapter 12 considers these outsider-criticisms (i.e. criticisms that originate from opponents of TBLT) and the misunderstandings that underlie them while also acknowledging a number of real issues they raise that need to be addressed if TBLT is to progress in the future. The chapter also looks at insider-critiques (i.e. issues raised by advocates of TBLT). One such issue concerns how to define and investigate the complexity of tasks as a principled basis for sequencing tasks in a syllabus. We discuss the different positions regarding such issues.

Type
Chapter
Information
Task-Based Language Teaching
Theory and Practice
, pp. 333 - 352
Publisher: Cambridge University Press
Print publication year: 2019

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