Task-Based Language Education: Name Index

By K. Branden. 2006

388 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a40cdfced942e57134df7e1c26932d0a2d890638

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Citations in the corpus

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).”
Review article: Instructed second language vocabulary learning (2008, neutral): “This dovetails nicely with the kind of tasks and activities which are promoted by current task-based methodologies (e.g. Ellis, 2003: Van den Branden, 2006). c Language-focused learning: This strand corresponds most closely to traditional vocabulary teaching, as it highlights explicit attention on…”
Task-Based Language Learning (2011, neutral): “…programs 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),…”
‘I’m still not sure what a task is’: Teachers designing language tasks (2016, background): “It has become the dominant approach to teaching in many contexts and is officially endorsed in some countries (e.g. Carless, 2004; Van den Branden, 2006).”
Towards a modular language curriculum for using tasks (2019, background): “There is now clear evidence that a task-based curriculum is effective in enabling learners to develop both the linguistic and interactional competence needed to communicate in an L2 (De Ridder et al, 2007; González-Lloret and Nielson, 2015; Shintani, 2016; Van den Branden, 2006).”
Task-based language teaching: sorting out the misunderstandings (2009, background): “There are also documented examples of actual TBLT, starting with Prabhu’s (1987) account of the Communicational Language Teaching Project, and, more recently, in books reporting case studies of TBLT (e.g. Leaver and Willis 2004; Edwards and Willis 2005; Van den Branden 2006).”
Task-based language learning and teaching: An action-research study (2015, background): “In fact, a practical challenge facing teachers, especially those who are inexperienced, is students’ perception of tasks as excessively difficult (Skehan and Foster, 2001; Van den Branden, 2006).”
Materials development for language learning and teaching (2012, background): “One book that does both is Van den Branden (2006), which contains chapters on developing task materials for beginners (Duran & Ramaut 2006), for primary and secondary education (Van Gorp & Bogaert 2006) and for science education and vocational training (Bogaert et al. 2006).”
Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching (2010, methodology): “While perceptions of feasibility are major impediments to the utilization of TBLT, so is the compatibility of the approach with teachers’ beliefs and teaching practices (Van den Branden, 2006b; Tinker Sachs, 2007).”
In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, neutral): “Reports of the ﬁrst 20 years of successful implementation of TBLT in over 200 state primary and secondary schools in Flanders appeared in 2006 (Van den Branden, 2006a).”
The Role of Teachers in Task-Based Language Education (2016, background): “Much of the pedagogical recommendations and methodological principles that have been published with regard to TBLT so far, though widely differing in terms of how specific and concrete they aim to be, seem to follow that line of reasoning (e.g., Long, 2015; Ellis, 2003; Van den Branden, 2006).”
Needs analysis for specialized learner populations: Essential methodological improvements (2015, background): “…unit of organization and analysis in all phases of TBLT (genuine task-based, not task-supported, programs) has increased the theoretical and practical utility of NA (Long, 1985, 2005a, 2005b, 2013a, 2013b; Norris, 2009; Skehan, 1998; Van den Branden, 2006; Van den Branden, Bygate, & Norris, 2009).”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, background): “…of promoting such opportunities is through pedagogical tasks that encourage negotiation of meaning, while at the same time providing opportunities for feedback and attention to form (e.g. Ellis, 2003; Yuan & Ellis, 2003; Pica, 2005; Pica et al., 2006; Van den Branden, 2006; Samuda & Bygate, 2008).”
Position paper: Moving task-based language teaching forward (2017, methodology): “An excellent model of how TBLT can be successfully introduced can be found in Van den Branden’s (2006) account of its”
TBLT implementation and evaluation: A meta-analysis (2019, methodology): “The implementation of TBLT programs has been investigated in contexts around the world (e.g. Van den Branden, 2006), reporting various degrees of success after comparing TBLT to other forms of language teaching.”