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2 results

  • 5 - The L in TBLT

  • from Part II - Tasks and Needs Analysis
  • Edited by Mohammad Javad Ahmadian, University of Leeds, Michael H. Long, University of Maryland, College Park
  • Book:
    The Cambridge Handbook of Task-Based Language Teaching
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 151-172

  • Summary

    In the first part of a task-based needs analysis, a variety of sources of information and methods of obtaining that information are used to identify the target tasks for a particular learner group or learner type. The second part, the focus of this chapter, involves the collection of genuine samples of the spoken or written language used to perform those target tasks successfully, and analysis of the samples (i.e., analysis of target discourse), to produce one or more archetypal models. In elaborated or modified elaborated form if learners’ second language proficiency requires it, new, task-relevant language –– the L in TBLT –– is selected for incorporation into pedagogic tasks, and then learned, and to the extent possible, taught.