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Abstract Michael H. Long was one of the earliest proponents of task-based language teaching, and his groundbreaking work on multiple dimensions of the proposal helped establish TBLT as a fertile locus for innovation at the intersection of research and practice.
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Abstract In this piece, I trace Task-Based Language Teaching from Mike Long’s original conceptualization in 1985, through his development of methodological principles that are based on SLA theory and empirical evidence he gathered for three and half decades, to two recent (2010, 2015) practical examples of TBLT. Since there is still some important work
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Developed since the early 1980s, Task-Based Language Teaching (TBLT) is informed by theory and research findings in instructed second language acquisition (ISLA), as well as general educational theory and practice, and responds to the growing demand for language programs tailored for learners with distinct functional needs in a second language (L2 ...
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This chapter discusses implications of the study for task-based L2 research and pedagogy. In the first half of the chapter, the findings regarding each of the research hypotheses are first discussed, and key theoretical issues regarding the role of tasks in L2 production are identified.
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