The Long TBLT Journey
Published online: 16 December 2021
https://doi.org/10.1075/task.00010.dou
https://doi.org/10.1075/task.00010.dou
Abstract
In this piece, I trace Task-Based Language Teaching from Mike Long’s original conceptualization in (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann. (Eds.), Modeling and assessing second language development (pp. 77–99). Multilingual Matters., through his development of methodological principles that are based on SLA theory and empirical evidence he gathered for three and half decades, to two recent (2010, 2015) practical examples of TBLT. Since there is still some important work to be done on remaining tricky issues, I highlight a few of these (unresolved in instructed SLA), such as sequencing according to complexity and the resilience of implicit processing mechanisms in adult language learning. In resolving these and other issues that will no doubt arise, I urge us all to follow Mike’s scrupulous lead in holding ourselves accountable to the empirical evidence.
References (23)
Ahmadian, M. J., & Long, M. H. (eds.). (2021). The Cambridge Handbook of Task-Based Language Teaching. Cambridge: Cambridge University Press.
Bryfonski, L., & McKay, T. H. (2017). TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 231, 603–632.
Ellis, N. (2017). Salience in usage-based SLA. In S. Gass, P. Spinner, & J. Behney. (Eds.), Salience in second language acquisition (pp. 21–40). Routledge.
Jordan, G., & Long, M. H. (to appear). English Language Teaching for Adults. The way it is now, and the way it could be. Cambridge Scholars.
Long, M. H. (1981). Input, interaction and second language acquisition. In H. Winitz. (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences, 3791, 259–78.
(1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5(2), 177–93.
(1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann. (Eds.), Modeling and assessing second language development (pp. 77–99). Multilingual Matters.
(1990). Maturational constraints on language development. Studies in Second Language Acquisition 12, 3, 251–85.
(1991a). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. B. Ginsberg, & C. Kramsch. (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). John Benjamins.
(1991b). The design and psycholinguistic motivation of research on foreign language learning. In B. Freed. (Ed.), Foreign language acquisition research and the classroom (pp. 309–320). D. C. Heath.
(2013a). Maturational constraints on child and adult SLA. In G. Granena & M. H. Long. (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 3–41). John Benjamins.
(2013b). Some implications of research findings on sensitive periods in language learning for educational policy and practice. In G. Granena & M. H. Long. (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 259–271). John Benjamins.
(2020). Enhanced incidental and implicit L2 acquisition for international students. In S. Rastelli & C. Bagna. (Eds.), Manifesto per l’insegnamiento della lengua italiana agli student internazionali. Otto commenti (pp. 23–41). Ospedaletto-Pisa.
(2021). The L in TBLT. In M. J. Ahmadian & M. H. Long. (Eds.), The handbook of task-based language teaching. Cambridge University Press.
Long, M. H., & Crookes, G. (1993). Units of analysis in syllabus design: The case for task. In G. Crookes & S. M. Gass. (Eds.), Tasks in pedagogical context. Integrating theory and practice (pp. 9–54). Multilingual Matters.
Long, M. H., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207–27.
Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. J. Doughty & J. Williams. (Eds.), Focus on form in second language acquisition (pp. 15–41). Cambridge University Press. Reprinted in Ortega, L. (Ed.). (2011). Second language acquisition: Critical concepts in linguistics. Routledge.
Long, M. H., & Ross, S. (2009). Input elaboration: a viable alternative to “authentic” and simplified texts. In Namai, K., & Fukada, Y. (eds.), Toward the fusion of language, culture and education: From the persepectives of international and interdisciplinary research. A feschrift for Yasukata Yano. (pp. 307–25). Tokyo: Kaitakusha.
Robinson, P. (2011). Second language task complexity, the cognition hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity. Researching the cognition hypothesis of language learning and performance (pp. 3–37). Amsterdam, the Netherlands: John Benjamins.