Foundational principles of task-based language teaching

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2023-09-21 DOI:10.14746/ssllt.38285

Qiong Wang

引用次数: 0

Abstract

Since its emergence in the 1980s, task-based language teaching (TBLT) has been regarded as a language pedagogy that fosters genuine communication and has the capacity to cultivate learners’ communicative competence. Consequently, TBLT research has become a vibrant and evolving field with numerous researchers exploring its theoretical foundations and gathering empirical evidence to support or challenge its effectiveness as a language teaching approach (e.g., Ellis, 2017; Erlam, 2016). In his recent publication, Foundational Principles of Task-based Language Teaching, Martin East adeptly navigates through the theoretical bases, implementation and assessment of TBLT. By delving into the book, readers will embark on a journey of deepening their understanding of TBLT while gaining valuable insights that inform pedagogical decisions and advance research within this domain.

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任务型语言教学的基本原则

任务型语言教学(task-based language teaching，简称TBLT)自20世纪80年代出现以来，一直被认为是一种促进真实交际的语言教学法，具有培养学习者交际能力的能力。因此，任务型教学研究已经成为一个充满活力和不断发展的领域，许多研究者探索其理论基础，收集经验证据来支持或挑战其作为一种语言教学方法的有效性(例如，Ellis, 2017;Erlam, 2016)。Martin East在他最近出版的《任务型语言教学的基本原则》一书中，熟练地阐述了任务型语言教学的理论基础、实施和评估。通过深入研究这本书，读者将踏上加深他们对任务型教学法理解的旅程，同时获得有价值的见解，为该领域的教学决策和推进研究提供信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.