Taking communication to task? A critical review of recent trends in language teaching

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TBLT implementation and evaluation: A meta-analysis (2019, background): “…at international conferences (The International Conference on Task-Based Language Teaching), and have been the subject of recent review publications (e.g. Annual Review of Applied Linguistics volume 36, 2016, on Tasks) but not without criticism (e.g. Bruton, 2005; Klapper, 2003; Swan, 2011).”
The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region (2011, background): “…see a more direct role of the teacher in this process and suggest that the teacher should introduce structured, meaningful communicative activities in a controlled manner in the classroom so that learners can gradually and autonomously express meaning in more naturalistic settings (Klapper, 2003).”
In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, unknown): “They would also reject Klapper’s (2003) second controversial assertion, reflecting a strong interface position, that “when procedural knowledge is ‘automatized’ or fine-tuned, it is implicit” (p.”
‘I’m still not sure what a task is’: Teachers designing language tasks (2016, background): “Research has primarily been focused on the teaching of English in foreign or second language contexts (Klapper, 2003).”