In:Pedagogical Realities of Implementing Task-Based Language Teaching
Rosemary Erlam and Constanza Tolosa
[Task-Based Language Teaching 14] 2022
► pp. 179–202
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Chapter 6An evaluation of the use of tasks in the classroom
Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Published online: 9 February 2022
https://doi.org/10.1075/tblt.14.c6
https://doi.org/10.1075/tblt.14.c6
Article outline
- Data sets
- Evidence of teacher fulfilment of task criteria
- Target tasks and pedagogic tasks
- Task goals
- Focused or unfocused tasks
- Communicative goals
- The task cycle
- Task type
- The language skills tasks focused on
- Willis and Willis’s taxonomy of tasks (Willis, 1996; Willis & Willis, 2007)
- Implementation of principles of TBLT
- Summary
- Conclusion
