Kris Van den Branden

orcid.org/0000-0001-8348-7034

List of John Benjamins publications in which Kris Van den Branden is involved.

Journals

ITL - International Journal of Applied Linguistics

Edited by Elke Peters

ISSN 0019-0829 | E‑ISSN 1783‑1490

TASK

Journal on Task-Based Language Teaching and Learning

Edited by Kris Van den Branden and Koen Van Gorp

ISSN 2666-1748 | E‑ISSN 2666‑1756

Titles (4) | Order by:

How to Teach an Additional Language: To task or not to task?

Kris Van den Branden

This book provides a comprehensive, research-based account of how people learn a second/foreign language and shows how classroom practice can be organised around research-based principles. In the first part, the book provides up-to-date insights into the cognitive, motivational, and emotional… read more

[Task-Based Language Teaching, 15] 2022. xiii, 292 pp.

TBLT as a Researched Pedagogy

Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate

Bringing together experienced classroom researchers and teacher educators from different countries where tasks are playing an influential role in language education, this collected volume critically explores how TBLT research can engage with pedagogy, and how TBLT pedagogy can engage with research.… read more

[Task-Based Language Teaching, 12] 2018. viii, 292 pp.

Task-Based Language Teaching: A reader

Edited by Kris Van den Branden, Martin Bygate and John M. Norris

Over the past two decades, task-based language teaching (TBLT) has gained considerable momentum in the field of language education. This volume presents a collection of 20 reprinted articles and chapters representative of work that appeared during that period. It introduces readers – graduate… read more

[Task-Based Language Teaching, 1] 2009. ix, 512 pp.

Task-Based Language Teaching

Edited by Kris Van den Branden and Machteld Verhelst

Special issue of ITL - International Journal of Applied Linguistics 152 (2006) ca. 160 pp.

Articles (38) | Order by:

Van Gorp, Koen, Kris Van den Branden, Marije C. Michel and Matthew D. Coss 2025 Seeking synergy between research and practice in TBLT: An interview with Marije Michel TASK 5:1, pp. 4–24 | Interview

This interview with Marije Michel, Professor of Second Language Acquisition at the University of Groningen, explores key developments and challenges in Task-Based Language Teaching (TBLT). Drawing on her extensive experience in both research and practice, Michel discusses the integration of… read more

Van den Branden, Kris 2025 Teacher education, tasks, and the art of communifriction Teacher Education for Task-Based Language Teaching, Gutiérrez, Xavier, Lara Bryfonski and Greg Ogilvie (eds.), pp. 345–359 | Article

In this article, which constitutes the concluding article of the TASK Special Issue on teacher education, I reflect on the cognitive frictions that many pre-service and in-service teachers experience when they are informed about the basic principles behind task-based language teaching and are… read more

Van den Branden, Kris 2025 Chapter 3. How real is real? Can task-based language courses properly prepare students for reality? Broadening the Horizon of TBLT: Plenary addresses from the second decade of the International Conference on Task-Based Language Teaching, East, Martin (ed.), pp. 41–59 | Chapter

This chapter addresses the link between activity in the task-based classroom and target language use outside the classroom. It starts from the observation that needs analyses, constituting an essential part of task-based curriculum design, serve to identify the target language tasks that… read more

Van Gorp, Koen and Kris Van den Branden 2024 Preface TASK 4:1, pp. 1–4 | Editorial

Van Gorp, Koen, Kris Van den Branden, Jonathan Newton and Matthew D. Coss 2024 Talking it through with teachers: Jonathan Newton’s reflections on coursebooks, challenges, and opportunities for TBLT TASK 4:2, pp. 152–162 | Interview

This interview with Jonathan Newton explores key issues in task-based language teaching (TBLT), focusing on the relationship between TBLT and textbooks, and the potential for TBLT teacher development building on existing practices and materials. Newton challenges the wholesale rejection of… read more

Van den Branden, Kris and Koen Van Gorp 2024 Preface TASK 4:2, pp. 149–151 | Introduction

Van den Branden, Kris, Matthew D. Coss, Roger Gilabert and Aleksandra Malicka 2024 Task design, needs analysis, and task sequencing: An interview with Aleksandra Malicka and Roger Gilabert TASK 4:1, pp. 5–22 | Interview

In this interview, Kris Van den Branden (TASK Co-Editor) and Matt Coss (TASK Editorial Assistant) invited international experts Dr. Roger Gilabert and Dr. Aleksandra Malicka to discuss their scholarship and recent thinking on areas of TBLT including needs analysis, syllabus design, task… read more

Gerits, Hedwig and Kris Van den Branden 2023 The acquisition of L2 Hungariangrammar rules and the implicit-explicit debate ITL - International Journal of Applied Linguistics 174:2, pp. 202–229 | Article

This study contributes to the explicit implicit debate by investigating to which extent adult learners of Hungarian develop knowledge of new grammar rules, and the proficiency to use them, through listening activities complemented with explicit grammar instruction or not. In a… read more

Van Gorp, Koen and Kris Van den Branden 2023 Preface TASK 3:1, pp. 1–4 | Editorial

Van Gorp, Koen and Kris Van den Branden 2023 Spreading the word: An interview with Jane Willis TASK 3:1, pp. 178–190 | Discussion

Jane Willis worked overseas as an English teacher and teacher trainer for many years, during which time she began using the Birmingham University International Language Database to design a series of course books based on a lexical syllabus and using a TBLT methodology. Then, back in the UK, she… read more

Van den Branden, Kris and Koen Van Gorp 2023 Preface TASK 3:2, pp. 209–212 | Editorial

Van Gorp, Koen and Kris Van den Branden 2022 TBLT in context: An interview with Rod Ellis TASK 2:2, pp. 269–285 | Miscellaneous

Van den Branden, Kris and Koen Van Gorp 2022 Preface TASK 2:2, pp. 159–163 | Editorial

Frijns, Carolien and Kris Van den Branden 2021 Unlocking the power of productive classroom talk for early second language acquisition: A study into the effects of a task-based intervention TASK 1:1, pp. 71–99 | Article

This study investigates whether participation in classroom interaction and a specific type of affective priming using parents’ pictures had positive effects on ethnic minority children’s L2 vocabulary acquisition. A quasi-experimental study was set up in which preschoolers-at-risk were engaged… read more

Van Gorp, Koen and Kris Van den Branden 2021 Engineering TBLT: An interview with Marta González-Lloret in memory of Mike Long TASK 1:2, pp. 184–195 | Interview

Van den Branden, Kris and Koen Van Gorp 2021 Introducing TASK: Editors’ preface to the first edition of TASK TASK 1:1, pp. 1–10 | Introduction

Van den Branden, Kris and Koen Van Gorp 2021 Preface TASK 1:2, pp. 151–154 | Introduction

Van den Branden, Kris and Koen Van Gorp 2021 Implementing task-based language education in primary education: Lessons learnt from the Flemish experience Language Teaching for Young Learners 3:1, pp. 3–27 | Article

This article provides a critical analysis of the language policy measures that were taken by the Flemish government (Belgium) to improve the quality of the teaching of the national language (Dutch) in compulsory education in Flanders and in the Flemish education system in Brussels. It builds on… read more

Samuda, Virginia, Martin Bygate and Kris Van den Branden 2018 Introduction: Towards a researched pedagogy for TBLT TBLT as a Researched Pedagogy, Samuda, Virginia, Kris Van den Branden and Martin Bygate (eds.), pp. 1–22 | Introduction

Vandommele, Goedele, Kris Van den Branden and Koen Van Gorp 2018 Chapter 6. Task-based language teaching: How task-based is it really? TBLT as a Researched Pedagogy, Samuda, Virginia, Kris Van den Branden and Martin Bygate (eds.), pp. 165–198 | Chapter

The purpose of the study described in this chapter was to explore the classroom practices of teachers with varying degrees of experience in task-based language teaching (TBLT) while using a task-based syllabus. In particular, we wanted to assess the extent to which their actual classroom practices… read more

Peters, Elke and Kris Van den Branden 2016 Editors’ preface ITL - International Journal of Applied Linguistics 167:1, pp. 1–2 | Article

Van den Branden, Kris 2015 Task-based language education: From theory to practice … and back again Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference, Bygate, Martin (ed.), pp. 303–320 | Article

Task-based language teaching has been claimed to promote language acquisition by inviting learners to use language for meaningful purposes and focus on form while doing so. In this article, a range of classroom observation studies conducted in Flanders (Belgium) are reported, vividly illustrating… read more

Yen Phuong, Hoang, Kris Van den Branden, Elke Van Steendam and Lies Sercu 2015 The impact of PPP and TBLT on Vietnamese students’ writing performance and self-regulatory writing strategies ITL - International Journal of Applied Linguistics 166:1, pp. 37–93 | Article

While the available research literature appears to support the implementation of task-based language teaching (TBLT) in Western countries, few studies have been conducted to investigate its impact on classroom practice in Asia, especially in comparison with the presentation-practice-production… read more

Verhelst, Machteld, Koen Jaspaert and Kris Van den Branden 2012 The Impact Of Input On Early Second Language Vocabulary Acquisition ITL - International Journal of Applied Linguistics 163, pp. 21–42 | Article

This study investigated the effect of two meaning-oriented communicative tasks on L2 learners’ consolidation of new vocabulary met in a reading text on a familiar topic, building on the premises underlying the Dreyfus and Tsamir (2004) ‘Recognising, Building-with, and Constructing’ (RBC) model.… read more

Bygate, Martin, John M. Norris and Kris Van den Branden 2009 Coda: Understanding TBLT at the interface between research and pedagogy Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 495–499 | Miscellaneous

Norris, John M., Martin Bygate and Kris Van den Branden 2009 Section intro Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 431–434 | Miscellaneous

Van Gorp, Koen, Sven De Maeyer en Kris Van den Branden 2009 Welke Leerlingen Leren het Meest Bij Over DNA? Effecten van een Interventie Rond Kennisconstructie en Schooltaal bij Anderstalige Leerlingen in Groep 8 van Vijf Zwarte Basisscholen Toegepaste Taalwetenschap in Artikelen 81, pp. 109–119 | Article

Educational priority policy schools differ in the learning outcomes they achieve with second language learners. School effectiveness research suggests that teachers can make a difference, but fails to make clear exactly how they can do so. This quasi-experimental study combines a comparison group… read more

Van den Branden, Kris 2009 Chapter 18. Training teachers: Task-based as well? Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 401–430 | Article

Van den Branden, Kris, Martin Bygate and John M. Norris 2009 Chapter 1. Task-based language teaching: introducing the reader. Task-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 1–13 | Article

Van den Branden, Kris 2008 Exploring The Complexity Of Classroom Tasks For Language Learning T2-verwerving: Onderzoek ontmoet onderwijsparktijk, pp. 42–47 | Article

In task-based language teaching (TBLT), defining and manipulating the complexity of language tasks has been claimed to be of crucial importance, in view of sequencing tasks in a task-based syllabus, manipulating tasks to meet specific learners' needs, and assessing language learners' current level… read more

Van den Branden, Kris 2008 Negotiation of meaning in the classroom: Does it enhance reading comprehension? Second Language Acquisition and the Younger Learner: Child's play?, Philp, Jenefer, Rhonda Oliver and Alison Mackey (eds.), pp. 149–169 | Article

This study focuses on young children’s negotiation behaviour in the classroom. Through negotiating for meaning, children may unravel the meaning of difficult input or be pushed to produce more adequate and correct output. Previous research has shown that young children, while reading for… read more

Van den Branden, Kris 2006 Book review Task-Based Language Teaching, Van den Branden, Kris and Machteld Verhelst (eds.), pp. 151–152 | Review

Van den Branden, Kris and Machteld Verhelst 2006 Preface: Task-Based Language Teaching: Forms and Functions Task-Based Language Teaching, Van den Branden, Kris and Machteld Verhelst (eds.), pp. 1–6 | Article

Van den Branden, Kris 2000 NIT of NTL? Over de Rol van Taal in het Voortgezet Onderwijs Onderzoek ontmoet onderwijs, pp. 25–35 | Article

In Flemish secondary schools, non-indigenous pupils underachieve. This is pardy due to the way teachers use Dutch as a medium of instruction. In the past, various pedagogical solutions have been put forward to address this problem. However, none of these appears to be successful, basically because… read more

Van den Branden, Kris 1997 Zijn er Nog Problemen? Betekenisonderhandeling in de Multiculturele Taalklas Interculturele communicatie, pp. 19–32 | Article

Negotiation of meaning is thought to promote language acquisition in various ways. Paradoxically, both the quantity and quality of negotiation of meaning in the multicultural classroom has been shown to be poor. Particularly non-indigenous pupils with a lower level of language proficiency receive… read more