Task-Based Language Teaching

Authors

DOI:

https://doi.org/10.5380/rvx.v19i4.97452

Abstract

Within the area of language teaching and learning, Task-Based Language Teaching (TBLT) has gained much attention, including recent publications such as Ellis et al (2019), Mackey (2020) and Ellis (2021). Among the latest pieces of work related to this field is the book entitled “Task-Based Language Teaching”, written by Daniel O. Jackson and released at the end of 2022. Jackson’s book is part of a series called Cambridge Elements in Language Teaching, which aims to present relevant concepts and studies in the area in a clear and concise fashion. Daniel O. Jackson, who is a professor at Kanda University of International Studies, has other contributions in the area of TBLT (Jackson, 2012; Jackson; Burch, 2017). In this new material, the author presents a comprehensive overview of the area by examining its theoretical groundwork, defining important key terms, and presenting important studies on task design and implementation in  language classrooms. Therefore, this review seeks to present how the author explores TBLT in this new material and the relevance of such piece of work for theoretical purposes.

Author Biographies

Wesley Nóbrega Rodrigues do Ó, Instituto Federal da Paraíba

Possui Licenciatura em Português/Inglês pela Universidade Federal de Roraima (UFRR). Mestre em Estudos Linguísticos pelo Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários da Universidade Federal de Santa Catarina (PPGI/UFSC). Atua como professor substituto de Língua Inglesa no Instituto Federal da Paraíba (IFPB), campus Campina Grande. 

Leonardo da Silva, Universidade Federal de Santa Catarina

Leonardo da Silva é Professor do Departamento de Língua e Literatura Estrangeiras (DLLE) da Universidade Federal de Santa Catarina (UFSC), Professor Permanente do Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários (PPGI/UFSC), Coordenador do Núcleo de Pesquisa e Ensino em Português Língua Estrangeira (NUPLE), e Coordenador do Posto Aplicador UFSC do Certificado de Proficiência em Língua Portuguesa para Estrangeiros. Doutor pelo Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários (UFSC) com concentração em Estudos da Linguagem, Mestre em Estudos Culturais pelo mesmo programa e Licenciado em Letras/Inglês e Literaturas (UFSC).

Raquel Carolina Souza Ferraz D'Ely, Universidade Federal de Santa Catarina

Possui graduação em Licenciatura em Letras/Inglês (1979), Mestrado em Letras Inglês e Literatura Correspondente (1983), e Doutorado em Inglês e Linguística Aplicada (2006) pela Universidade Federal
de Santa Catarina - UFSC. É professora adjunta dessa instituição desde março de 2010, atuando nos cursos de graduação e pós-graduação em Letras-Inglês e Letras - Secretariado Executivo em Inglês, junto ao Departamento de Língua e Literaturas Estrangeiras (DLLE).

References

BROWN, J. D. The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston: Heinle & Heinle. 1995.

ELLIS, R. Task-based language learning and teaching. Oxford: Oxford University Press. 2003.

ELLIS, R. Task-Based Language Teaching: Sorting out the Misunderstandings. In: International Journal of Applied Linguistics. v. 19, n. 3, p. 221-246. 2009. http://dx.doi.org/10.1111/j.1473-4192.2009.00231.x.

ELLIS, R. Options in a Task-Based Language-Teaching Curriculum: An educational perspective. In: Journal on Task-Based Language Teaching and Learning. v. 1, n. 1. p. 11-46. 2021. https://doi.org/10.1075/task.00002.ell.

ELLIS, R.; SKEHAN, P.; LI, S; SHINTANI, N; LAMBERT, C. Task-Based Language Teaching: Theory and Practice. Cambridge: Cambridge University Press. 2019.

JACKSON, D. O. Task-based Language Teacher Education in an Undergraduate Program in Japan. In: A. Shehadeh & C. A. Coombe (Eds.). Task-Based Language Teaching in Foreign Language Contexts: Research and Implementation. p. 267–285. Amsterdam: John Benjamins. 2012. https://doi.org/10.1075/tblt.4.16jac.

JACKSON, D. O. Task-Based Language Teaching. Cambridge: Cambridge University Press. 2022.

JACKSON, D. O.; BURCH, A. R. Complementary theoretical perspectives on task-based classroom realities. In: TESOL Quarterly. v. 51, n. 3. p. 493–506. 2017. https://doi.org/10.1002/tesq.393.

LONG, M. H.; AHMADIAN, M. J. Preface: The origins and growth of task-based language teaching. In: M. J. Ahmadian & M. H. Long (Eds.), The Cambridge Handbook of Task-Based Language Teaching. p. xxv–xxxii. Cambridge: Cambridge University Press. 2022. https://doi.org/10.1017/9781108868327.001.

MACKEY, A. Interaction, Feedback and Task Research in Second Language Learning: Methods and Design. Cambridge: Cambridge University Press. 2020.

NUNAN, D. Task Based Language Teaching. Cambridge: Cambridge University Press. 2004.

PICA, T.; KANAGY, R.; FALODUN, J. Choosing and using communication tasks for second language instruction and research. In: S. Crookes; S. M. Gass (Eds.). Tasks and Language Learning: Integrating Theory and Practice. p. 9–34. Clevedon: Multilingual Matters. 1993.

WILLIS, J. A Framework for Task-Based Learning. Harlow: Longman. 1996.

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Published

2025-05-29

How to Cite

Nóbrega Rodrigues do Ó, W., da Silva, L., & Carolina Souza Ferraz D’Ely, R. (2025). Task-Based Language Teaching. Revista X, 19(4), 1327–1332. https://doi.org/10.5380/rvx.v19i4.97452

Issue

Vol. 19 No. 4 (2024): Dossiê Atemático - Estudos Linguísticos e Literários

Section

Resenhas

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