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2 - A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use

from Part I - The Rationale for Task-Based Language Teaching

Published online by Cambridge University Press:  19 November 2021

By
Martin Bygate ,
Virginia Samuda  and
Kris Van den Branden
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Summary

This chapter focuses on three dimensions of tasks we consider essential to task-based language learning. First is their meaningful dimension, which brings learners into contact with patterns and functional uses of a wide range of language features. It also provides them the context for interpreting grammatical features and unlocking relationships between them, and for investing new language with their own shared socio-cultural meanings. Second, the accessibility of new language is promoted by a combination of implicit task-based processes and explicit classroom processes. Thirdly, we adopt Spada and Lightbown’s concept of integration to bring together the meaningful and accessibility principles, with tasks providing the context for both.

Keywords

Grammartask-based language teahcingexplicit and implicit learningtasks
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 27 - 50
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

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Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–81.Google Scholar

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