Sociocultural Theory and Task-Based Language Teaching: The Role of Praxis

2017 ◽  
Vol 51 (3) ◽  
pp. 716-727
Author(s):  
Anne Feryok
Keyword(s):  
Sociocultural Theory ◽  
Language Teaching ◽  
And Task

scholarly journals Position paper: Moving task-based language teaching forward

2017 ◽  
Vol 50 (4) ◽  
pp. 507-526 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Teacher Training ◽  
Task Complexity ◽  
Explicit Instruction ◽  
Language Teaching ◽  
Object Oriented ◽  
Position Paper ◽  
Focus On Form ◽  
And Task

The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces – such as how a ‘task’ should be defined, the nature and timing of the ‘focus-on-form’ required, how to determine task complexity and sequence tasks, the role of explicit instruction, the timing of focus on form and the teacher training needed to ensure effective uptake of TBLT – and to also consider what solutions are possible. Disagreements exist regarding the relative merits of task-based and task-supported language teaching. I will propose that a hybrid/modular syllabus that allows for a balance between an object-oriented and a tool-oriented view of language teaching offers the most promising way forward.

scholarly journals Critical Language Pedagogy and Task-Based Language Teaching: Reciprocal Relationship and Mutual Benefit

2021 ◽  
Vol 11 (6) ◽  
pp. 254
Author(s):  
Graham V. Crookes ◽  
Nicole Ziegler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Teaching ◽  
Reciprocal Relationship ◽  
Short Term ◽  
Language Pedagogy ◽  
Teaching Content ◽  
Or Task ◽  
And Task

Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of curriculum in CLP and compares them with another major curricular initiative in second language teaching, namely task-based or task-supported approaches, with particular emphasis on task-based language teaching. Content itself (as in activities or materials) and the role of metacognitive instruction are considered. A real-world example of a task-based or task-supported short-term program is reviewed as exemplifying some areas of contact or benefit.

scholarly journals Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas

2016 ◽  
Vol 36 ◽  
pp. 117-135 ◽  
Author(s):  
Roger Gilabert ◽  
Rosa Manchón ◽  
Olena Vasylets
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Agenda ◽  
Language Teaching ◽  
Written Language ◽  
Learning Processes ◽  
General Description ◽  
And Task

ABSTRACTIn this article we explore how oral and written modes may differentially influence processes involved in second language acquisition (SLA) in the context of task-based language teaching (TBLT). We first start by reflecting on the differences between spoken and written language. In what follows, we provide a general description of tasks in relation to the SLA processes. We then establish the links between the learning processes and task phases/features in the two modes. Concluding that the role of mode has been underresearched, we call for a more integrative and mode-sensitive TBLT research agenda, in which hybridness of discourse (i.e., mingling of the two modes within one communicative event/task) is taken into account.

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

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