Taking Communication to Task--Again: What Difference Does a Decade Make?

Autor/in	East, Martin
Titel	Taking Communication to Task--Again: What Difference Does a Decade Make?
Quelle	In: Language Learning Journal, 43 (2015) 1, S.6-19 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.723729
Schlagwörter	Second Language Learning; Second Language Instruction; Educational Trends; Task Analysis; Trend Analysis; Classroom Techniques; Instructional Effectiveness; Communicative Competence (Languages); Models; Foreign Countries; Teaching Methods; Teacher Attitudes; English (Second Language); Indo European Languages; Grammar; Language Teachers; Curriculum Design; Belgium; Hong Kong; United Kingdom + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Bildungsentwicklung; Aufgabenanalyse; Trendanalyse; Klassenführung; Unterrichtserfolg; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Analogiemodell; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Grammatik; Language teacher; Sprachunterricht; Lehrplangestaltung; Belgien; Hongkong; Großbritannien
Abstract	A decade ago, Klapper (2003: "Taking communication to task? A critical review of recent trends in language teaching", "The Language Learning Journal" 27: 33-42) created the opportunity to reflect on the assets and limitations of task-based language teaching (TBLT) in comparison with more established communicative language teaching (CLT) models. He concluded that, comparatively speaking, TBLT was "found wanting". This article considers whether, 10 years on from Klapper's thesis, we should come to the same conclusion about TBLT, or whether a decade has given us sufficient time to deal with the apparent limitations of TBLT in mainstream instructed foreign language (FL) contexts in ways that address Klapper's reservations. The article begins with an outline of TBLT, along with the essential strengths and weaknesses that Klapper identified. It goes on to describe several recent studies into the effectiveness of TBLT as seen from the perspective of teachers, which reveal teachers' identification with the issues Klapper had raised and what this has meant for their classroom practices. The article concludes by proposing a model for TBLT in instructed FL contexts, commenting on this model in the light of Klapper's original concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01