Book contents
- Task-Based Language Teaching
- The Cambridge Applied Linguistics Series
- Task-Based Language Teaching
- Copyright page
- Contents
- Figures
- Tables
- Series Editors’ Preface
- Authors’ Preface
- Part I Introduction
- Part II Theoretical Perspectives
- Part III Pedagogical Perspectives
- Part IV Investigating Task-Based Programmes
- Part V Moving Forward
- 12 Responding to the Critics of Task-Based Language Teaching
- 13 Questions, Challenges and the Future
- Endnotes
- References
- Index
12 - Responding to the Critics of Task-Based Language Teaching
from Part V - Moving Forward
Published online by Cambridge University Press: 07 October 2019
- Task-Based Language Teaching
- The Cambridge Applied Linguistics Series
- Task-Based Language Teaching
- Copyright page
- Contents
- Figures
- Tables
- Series Editors’ Preface
- Authors’ Preface
- Part I Introduction
- Part II Theoretical Perspectives
- Part III Pedagogical Perspectives
- Part IV Investigating Task-Based Programmes
- Part V Moving Forward
- 12 Responding to the Critics of Task-Based Language Teaching
- 13 Questions, Challenges and the Future
- Endnotes
- References
- Index
Summary
Task-based teaching has faced considerable criticism from teachers and teacher educators who maintain allegiance to more traditional approaches to teaching. Chapter 12 considers these outsider-criticisms (i.e. criticisms that originate from opponents of TBLT) and the misunderstandings that underlie them while also acknowledging a number of real issues they raise that need to be addressed if TBLT is to progress in the future. The chapter also looks at insider-critiques (i.e. issues raised by advocates of TBLT). One such issue concerns how to define and investigate the complexity of tasks as a principled basis for sequencing tasks in a syllabus. We discuss the different positions regarding such issues.
- Type
- Chapter
- Information
- Task-Based Language TeachingTheory and Practice, pp. 333 - 352Publisher: Cambridge University PressPrint publication year: 2019