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Article published In: TASK
Vol. 1:1 (2021) ► pp.47–70

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Exploring the relationship between TBLT and ISLA

ORCiD logo with link | Michigan State University, USA
ORCiD logo with link | Universidad Andres Bello, Chile
Published online: 27 May 2021
DOI logo with link
https://doi.org/10.1075/task.00003.loe
Abstract
The relationship between task-based language teaching (TBLT) and instructed second language acquisition (ISLA) is a close one. Both are concerned primarily with facilitating the development of second language (L2) learners’ linguistic proficiency. This article begins by providing a brief description of both terms. TBLT has been described as an approach to language teaching, comprised primarily of a needs analysis, development of meaning-focused instructional materials, and assessment. The central construct is the task, which provides opportunities for learners to use their own linguistic resources as they engage in meaning-focused interaction. In contrast, ISLA is a research field encompassing multiple approaches to L2 teaching and learning, based on various theoretical perspectives. As such, ISLA includes TBLT, especially as both have a particular interest in the cognitive-interactionist approach to L2 instruction. Differences between the two terms include a focus on explicit instruction in ISLA that is not present in most versions of TBLT. In addition, ISLA does not constitute an all-encompassing curricular approach to L2 instruction. Finally, ISLA has been less focused on needs analyses and assessment in comparison to TBLT. This article ends with a consideration of areas of mutual concern, as well as perspectives from each that might benefit the other.
Article outline
  • Introduction
    • What is TBLT?
    • What is ISLA?
  • Similarities between TBLT and ISLA
    • Theoretical
    • Pedagogical
    • Empirical
  • Differences
    • Implicit versus explicit instruction
    • Curricular
    • Needs analysis
    • Assessment
    • Narrow focus
  • Moving forward: Issues for both ISLA and TBLT
    • Research-pedagogy link
    • Technology
  • Conclusion
  • Acknowledgements
  • Note
  • References
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