Doing Task-Based Teaching

By D. Willis, J. Willis. 2007

898 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9db38c86607a6dda5e65b3883bdae5a4546215ab

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Citations in the corpus

The flipped classroom in second language learning: A meta-analysis (2020, background): “Willis and Willis (2019) in a similar vein posited that beginner students might have trouble engaging with student-centered task-based language teaching (see also Vitta, Jost, & Pusina, 2019).”
The Routledge Handbook of English for Academic Purposes (2016, background): “Successful academic listening has long been linked to the ability to identify relationships between elements of lecture discourse, and to recognize the role of discourse markers in indicating the structure of a lecture (Crawford Camiciottoli 2004; Richards 1983; Vandergrift 2011).”
The task is not enough: Processing approaches to task-based performance (2012, background): “Pedagogically, such activities may focus on language made salient by the earlier task performance to consolidate, practise, and extend (Skehan, 2007; Willis and Willis, 2007).”
Materials development for language learning and teaching (2012, background): “…before exploiting it for creative and analytical activities and Prabhu (1987), Ellis (1998, 2003, 2011), Van den Branden (2006), Willis (1996) and Willis & Willis (2007) have advocated task-driven approaches in which the learners’ target is task completion and the teacher’s objective is language…”
‘I’m still not sure what a task is’: Teachers designing language tasks (2016, background): “…to draw on their own resources, but who commented on the fact that another time they would include greater opportunities for students to be exposed to language input prior to starting the task (an example of what Willis and Willis (2007) would call a priming function, as discussed further below).”
THE ATTITUDES OF TEACHERS AND STUDENTS TOWARDS USING ARABIC IN EFL CLASSROOMS IN SAUDI PUBLIC SCHOOLS- A CASE STUDY (2010, methodology): “On the other hand, other reformers emphasised the importance of L1, especially when introducing unfamiliar items (Howatt, 2004).”
Position paper: Moving task-based language teaching forward (2017, background): “Willis & Willis (2007), for example, give scant attention to input-based tasks.”
Task-based language learning and teaching: An action-research study (2015, background): “Email: calvert.megan@gmail.com 2009; Willis and Willis, 2007).”
Task-Based Language Learning (2011, background): “…of language instruction at local, national, and international levels (e.g., Council of Europe, 2001; Leaver & Willis, 2004; Van den Branden, 2006; Willis & Willis, 2007), utilizing an increasing range of available instructional technologies (e.g., Thomas & Reinders, 2010), attention to TBLT has…”
Using pretask modelling to encourage collaborative learning opportunities (2011, methodology): “Numerous researchers have highlighted the importance of the pretask activities in drawing learners’ attention to the language forms and interactional features that are useful for task accomplishment (e.g. Ellis, 2003; Willis & Willis, 2007).”
Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching (2010, background): “…based on the number of recently published books and volumes that focus specifically on TBLT (e.g. Willis, 1996; Bygate, Skehan, & Swain, 2001; Ellis, 2003, 2005; Leaver & Willis, 2004; Nunan, 2004; Edwards & Willis, 2005; Van den Branden, 2006a; Willis & Willis, 2007; Samuda & Bygate, 2008).”
The Effect of Focus on Form and Focus on Forms Instruction on the Acquisition of Productive Knowledge of L2 Vocabulary by Young Beginning-Level Learners. (2013, background): “It would seem then that task-based teaching can foster acquisition both pre-emptively (in the case of the nouns) and reactively (in the case of the adjectives) as claimed, for example, Willis & Willis (2007).”
Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices (2014, background): “There was also no evidence in the teachers’ commentaries of an awareness of the different ways that tasks and TBLT are defined in the literature (e.g. Ellis, 2003; Nunan, 2004; Willis & Willis, 2007).”
Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, background): “The wealth of studies available in the area of task-based language teaching/learning (e.g., Candlin 1987; Skehan 2003; Willis & Willis 2007) and the Cognition Hypothesis (Robinson 2011) could serve as guidelines in designing such a study and create a new link between task-based instruction and L2…”