Book: Using tasks in second language teaching. Practice in diverse contexts

Abstract

Task-based language teaching (TBLT) emerged in the second language teaching context as a method that prepared learners for real-world language use by offering opportunities for speaking practice and meaning negotiation. Over time, tasks have also become increasingly popular pedagogic tools in the foreign language context, where opportunities for meaningful practice may otherwise be limited. However, some obstacles to the widespread implementation of TBLT remain, notably the limited availability of teaching materials and teacher training programs, and a certain reluctance to abandon traditional, grammar-based teaching practices. In this book, Lambert and Oliver present a selection of 17 papers dealing with a range of issues, from the formulation of general principles guiding task design to the description of TBLT curricula implementation in specific ESL and EFL contexts. The papers challenge some of the arbitrary assumptions preventing the adoption of tasks with younger and lower proficiency learners by proposing, for example, that the use of the first language (L1) does not always interfere with second/foreign (L2) acquisition, but can actually be beneficial for task performance, fostering meaningful L2 production. Overall, the book represents an exciting step forward towards bridging the gap between TBLT theory and classroom practice.