Task-based language teaching: sorting out the misunderstandings

By R. Ellis. 2009

876 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e06a57fdc5b202b6bf82534ce2788006a6622d30

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Citations in the corpus

Research into practice: Grammar learning and teaching (2015, positive): “What I do want to consider is the more circumscribed ‘focused tasks’ (Ellis 2003, 2009), tasks which call for students to use certain grammar structures in order to satisfy task demands (Larsen-Freeman 2003), such as when students are given a map and asked to direct a classmate to a particular…”
Towards a modular language curriculum for using tasks (2019, background): “…reported his own study which he claimed showed the superiority of TSLT.5 However, many of the points raised by Sheen and Swan are invalid, displaying a misunderstanding of what TBLT is and an ignorance of the relevant research; for refutations of their objections, see Ellis (2009) and Long (2016).”
Task-based language learning and teaching: An action-research study (2015, background): “As defined by Ellis (2009), a task should meet the following four criteria: (1) primary focus on meaning; (2) some kind of gap observed; (3) reliance of learners in their own linguistic resources to complete the activity; and (4) the specification of a non-linguistic outcome.”
‘I’m still not sure what a task is’: Teachers designing language tasks (2016, methodology): “In TBLT the primary unit for designing a language programme and for planning individual lessons is the ‘task’ (Ellis, 2009).”
In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, neutral): “Klapper’s (2003) proposal, like that of R. Ellis (1994, 2003, 2009), is for a hybrid model, one that may yet turn out to be correct but that some would see as fatally ﬂawed because it seeks to meld two oppositional psycholinguistic positions.”
Task-Based Language Learning (2011, neutral): “In this approach, tasks can be designed to focus on variously determined and sequenced grammar structures or lexical items (see Ellis, 2009, pp. 231–232; Toth, this issue), and “tasks are not necessarily used for assessment purposes and the syllabus itself may be defined by categories other than…”
The flipped classroom in second language learning: A meta-analysis (2020, background): “The argument here is students prepare for the communicative activity and/ or task before engaging with it (e.g., pre-task; see Ellis, 2009) and thus the ‘flip’ has already been baked into these approaches.”
Position paper: Moving task-based language teaching forward (2017, background): “In other words, he advocates a variety of feedback strategies – a view echoed by Ellis (2009) and Lyster & Ranta (2013).”
TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING (2016, methodology): “Defi nitions of such tasks have varied, but for the purpose of the present study, the term task will be used, following Ellis ( 2009 ), to refer to second language (L2) learning activities that meet four criteria: 1.”