Rod Ellis
University of Auckland

This talk is in four parts.  The first part will consider the design of task-based courses and the methodology for implementing tasks in the classroom.

The second part will present my rationale for task-based language teaching (TBLT).  I will argue that learners can develop their communicative competence (including linguistic competence) through performing tasks, especially if the performance of the task entails attention to linguistic form.

The third part of the talk will examine theoretical objections that have been levelled against TBLT and argue that these are based on fundamental misunderstandings of its principles and methodology. Some authors, for example, have claimed that there is no evidence to show that TBLT works or that it works better than a more traditional form-focussed approach to language teaching.  The assumptions underlying such criticisms will be examined and a response provided.

The fourth part will address more substantial problems with implementing TBLT in school classrooms, especially those in foreign language contexts.  I will suggest a number of possible solutions to these problems.

Sheen, Ron. (1994). “A Critical Analysis of the Advocacy of the Task-Based Syllabus,” TESOL Quarterly 28 (1): 127.

Swan, M. “Legislation by Hypothesis: The Case of Task-Based Instruction”.  Applied Linguistics  26(3):376-401