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ERIC Number: EJ1151659
Record Type: Journal
Publication Date: 2017-Sep
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0039-8322
Complementary Theoretical Perspectives on Task-Based Classroom Realities
Jackson, Daniel O.; Burch, Alfred Rue
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v51 n3 p493-506 Sep 2017
Tasks are viewed as a principled foundation for classroom teaching, social interaction, and language development. This special issue sheds new light on how task-based classroom practices are supported by a diverse range of principles. This introduction describes current trends in classroom practice and pedagogic research in relation to task-based language teaching (TBLT), offering a rationale for revisiting the TESOL profession's understandings of the uses of tasks in language classrooms. It then summarizes the contributions appearing in this issue, which address topics including: interaction in task planning and completion, the use of tasks to support writing development, learner perceptions and interpretations of tasks, and the relationship between autonomy and TBLT. Collectively, these contributions advance complementary theoretical perspectives on classroom learning and teaching in diverse EFL and ESL settings. Overall, they reflect the broadening scope of second language acquisition theory while maintaining a tight focus on classroom realities.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A