Legislation by Hypothesis: The Case of Task-Based Instruction

By M. Swan. 2005

425 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9697475925868709c3a9af6b2814eeadd73485c1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Current Perspectives on Teaching the Four Skills (2006, background): “strated empirically and that to date research has had little to say about its effectiveness (e.g., Richards & Rodgers, 2001; Seedhouse, 1999; Swan, 2005; Widdowson, 1990, 1993, 2003).”
Research into practice: Grammar learning and teaching (2015, neutral): “For example, DeKeyser (1998), and Swan (2005) dispute the claim that the traditional pedagogical sequence of presentation, practice, produce (or PPP) has failed.”
Teachers' and Learners' Reactions to a Task-Based EFL Course in Thailand (2007, background): “…has been regarded favorably because it is compatible with theoretical and empirical research in SLA, it integrates attention to linguistic form in the context of meaning, and it emphasizes learners’ needs, it has been criticized on both theoretical and pedagogical grounds (see, e.g., Swan, 2005).”
Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output (2008, background): “Swan (2005) pointed out that a classroom focus on explaining grammatical structures (which is not a task as we define it later) is not necessarily the waste of time that it is occasionally dismissed as (cf. also, Sheen, 2003).”
Task-based language teaching: sorting out the misunderstandings (2009, background): “In a similar vein, Swan (2005) insisted that TBLT ‘outlaws’ the grammar syllabus.”
Position paper: Moving task-based language teaching forward (2017, background): “A common misconception about TBLT is that ‘acquisition only takes place online during communication’ (Swan 2005: 379).”
TBLT implementation and evaluation: A meta-analysis (2019, background): “Some have argued that the incidental focus on form that is at the heart of TBLT neglects grammar and vocabulary and therefore impacts language development (Swan, 2005; Widdowson, 2003).”
‘I’m still not sure what a task is’: Teachers designing language tasks (2016, background): “Swan (2005) maintains that TBLT is unsuitable for beginner learners because unless they have a foundation in grammar they will not be able to communicate.”
Towards a modular language curriculum for using tasks (2019, background): “This is apparent in the critiques that have been levelled at TBLT by advocates of TSLT (e.g. Sheen, 1994; Swan, 2005) and also by the position adopted by some advocates of TBLT (e.g. Long, 2015).”
In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, neutral): “The critics have included Widdowson (1993, 2003), R. Ellis (1994), Willis (1994), Wilkins (1994), Seedhouse (1999, 2005), Klapper (2003), Bruton (2002a, 2002b, 2005), and Swan (2005, 2011).”