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Article published In: TASK
Vol. 1:2 (2021) ► pp.162–183

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The Long road to TBLT

40 years of innovation, investigation, and inspiration

 | Educational Testing Service, USA
Published online: 16 December 2021
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https://doi.org/10.1075/task.21015.nor
Abstract
Michael H. Long was one of the earliest proponents of task-based language teaching, and his groundbreaking work on multiple dimensions of the proposal helped establish TBLT as a fertile locus for innovation at the intersection of research and practice. His work on TBLT over four decades led the way to robust research programs on syllabus design, needs analysis, methodological principles for teaching, pedagogic procedures including focus on form and negative feedback, task-based assessment, and program evaluation, among others. This article provides a review of some of Long’s major contributions to TBLT, addressing not only the theoretical and empirical aspects of his work but also the implementation of his ideas in practice and a few associated challenges.
Article outline
  • Prelude
  • Origins: Second language acquisition, task, and focus on form
  • Needs analysis
  • Methodological principles and pedagogic procedures
  • Task-based assessment
  • Evaluating TBLT
  • Challenging TBLT, TBLT is challenging
  • Dissemination on TBLT
  • Epilogue
  • References
References (80)
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Koike, Dale & Elisa Gironzetti
2023. Language Learning and Assessment in Context. In The Cambridge Handbook of Language in Context, ► pp. 331 ff. DOI logo

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