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Description
This book offers a fresh perspective on the effectiveness of task-based language teaching (TBLT), addressing the growing body of meta-studies that have examined the outcomes of TBLT pedagogies to date. A recurring theme in these meta-analyses is their inconclusive nature. This largely stems from the fact that many of the cited studies are small-scale, making their findings difficult to generalize to broader educational contexts. In response, the book advocates for a shift in focus: rather than seeking universal conclusions, it emphasizes the importance of identifying, researching, and promoting TBLT practices that have demonstrated significant success within specific local contexts. Grounded in a post-critical perspective with its affirmative stance, the book focuses on the final component of TBLT the teaching, and, specifically, TBLT areas of exception: innovative, creative and critical practices that enhance task-based pedagogies. This is a resource for researchers, teacher educators, and practitioners who seek a more nuanced, reflective, and affirming view of language teaching that embraces complexity, celebrates local successes, and reimagines what it means for TBLT to be truly effective.
Part 1. Staking the territory.- Chapter 1. TBLT: from a critical look to the post-critical perspective.- Chapter 2. Understanding the task.- Chapter 3. Task-Based Language Teaching by principles.- Chapter 4. TBLT: beyond the enhancements.- Between theory and research.- Part 2. Researching the art-and-craft of TBLT.- Chapter 5. Study 1: the teachers' readiness for the art-and-craft of TBLT.- Chapter 6. Study 2: virtual exchange as a TBLT area of exception.- Chapter 7. Study 3: TBLT in adventure education.- Conclusion.
Professor Anna Turula is an experienced CALL/EFL teacher and teacher trainer. She is currently based at University of Wroclaw, Poland. Her research interests include information and communication technologies as well as artificial intelligence in language learning and teacher training; critical virtual exchange; task design in telecollaboration; cognitive and affective factors in CALL; e-classroom dynamics.
