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Article published In: Language Teaching for Young Learners
Vol. 2:1 (2020) ► pp.4–27

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Task-based language teaching for beginner-level young learners

 | Shanghai International Studies University | Curtin University
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 2 March 2020
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https://doi.org/10.1075/ltyl.19005.ell
Abstract
The purpose of this article is to discuss how task-based language teaching (TBLT) can work with beginner-level learners by using input-based tasks. It begins by dismissing a common critique of TBLT, namely that learners need to be taught some language before they can perform tasks, by arguing that input-based tasks make TBLT possible with beginner-level learners and that such an approach is entirely compatible with what research has shown about the early stages of L2 acquisition. A review of the research that has investigated input-based tasks follows and serves to identify key features in the design and implementation of tasks. Designing input-based tasks involves considering the choice of topic, the non-verbal devices that are central to the tasks, the pre-selection of target language, the verbal input for the task, and the task outcomes. Implementation options include task preparation, use of the learners’ first language, input modification and elaboration, focus-on-form and feedback, and task repetition.
Article outline
  • 1.Introduction
  • 2.Early L2 acquisition
  • 3.Classroom research investigating input-based tasks
  • 4.Designing and implementing input-based tasks
    • 4.1Design of input-based tasks
      • 1.Choice of task topic
      • 2.Non-verbal devices
      • 3.Choice of target linguistic forms
      • 4.Verbal input
      • 5.Task outcomes
      • 6.Sequencing tasks
    • 4.2Implementing an input-based task
      • 1.Task preparation
      • 2.Use of the L1
      • 3.Input modification
      • 4.Input elaboration
      • 5.Focus-on-form and feedback
      • 6.Task repetition
  • 5.Summary and conclusion
  • References
References (40)
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