Macro- and micro-evaluations of task-based teaching
Task-based language teaching (TBLT) constitutes a strong form of communicative language teaching. It aims to develop learners’ knowledge of a second language (L2) and their ability to use this knowledge in communication by engaging them in a series of communicative tasks. It differs from other appro...
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| Format: | Book Chapter |
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Cambridge University Press.
2011
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| Online Access: | http://hdl.handle.net/20.500.11937/61364 |
| _version_ | 1848760682579755008 |
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| author | Ellis, Rod |
| author_facet | Ellis, Rod |
| author_sort | Ellis, Rod |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Task-based language teaching (TBLT) constitutes a strong form of communicative language teaching. It aims to develop learners’ knowledge of a second language (L2) and their ability to use this knowledge in communication by engaging them in a series of communicative tasks. It differs from other approaches in that it does not attempt to teach learners predetermined linguistic items (i.e. vocabulary and grammar). TBLT is based on a view of language learning that claims that an L@2 is best learned through learners’ efforts to communicate with it. Central to an understanding of TBLT is the concept of ‘task’. Therefore, I will begin by a definition of this pedagogic construct. |
| first_indexed | 2025-11-14T10:19:40Z |
| format | Book Chapter |
| id | curtin-20.500.11937-61364 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:19:40Z |
| publishDate | 2011 |
| publisher | Cambridge University Press. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-613642019-09-10T06:25:43Z Macro- and micro-evaluations of task-based teaching Ellis, Rod Task-based language teaching (TBLT) constitutes a strong form of communicative language teaching. It aims to develop learners’ knowledge of a second language (L2) and their ability to use this knowledge in communication by engaging them in a series of communicative tasks. It differs from other approaches in that it does not attempt to teach learners predetermined linguistic items (i.e. vocabulary and grammar). TBLT is based on a view of language learning that claims that an L@2 is best learned through learners’ efforts to communicate with it. Central to an understanding of TBLT is the concept of ‘task’. Therefore, I will begin by a definition of this pedagogic construct. 2011 Book Chapter http://hdl.handle.net/20.500.11937/61364 Cambridge University Press. restricted |
| spellingShingle | Ellis, Rod Macro- and micro-evaluations of task-based teaching |
| title | Macro- and micro-evaluations of task-based teaching |
| title_full | Macro- and micro-evaluations of task-based teaching |
| title_fullStr | Macro- and micro-evaluations of task-based teaching |
| title_full_unstemmed | Macro- and micro-evaluations of task-based teaching |
| title_short | Macro- and micro-evaluations of task-based teaching |
| title_sort | macro- and micro-evaluations of task-based teaching |
| url | http://hdl.handle.net/20.500.11937/61364 |