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In:Pedagogical Realities of Implementing Task-Based Language Teaching
Rosemary Erlam and Constanza Tolosa
[Task-Based Language Teaching 14] 2022
► pp. 279–282

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Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

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Published online: 9 February 2022
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https://doi.org/10.1075/tblt.14.si

A

  • acquisition-poor 3–4, 28, 186, 200, 229
  • activity/ies 6, 13, 34, 40, 44, 51, 68–69, 72, 76, 80, 91, 94–95, 125–128, 165–167, 179–181, 183, 185–187, 198–199, 208–210, 216, 220–221, 226, 238–239, 242
  • accuracy 45, 49, 51, 105, 176
  • activating language 189–190, 199
  • adolescent language learner 177, 192, 201, 236
  • affordances174
  • assessment 8–9, 11, 15–16, 23, 25, 29, 40, 48, 62, 89–90, 93, 107, 151, 184, 193, 199–200, 210, 212, 220, 223, 226–227, 233, 239–240, 243–244
  • attention to language236
    • form 5, 9, 134, 167, 242
  • authentic language use 79, 217
  • automatisation 70, 127, 132, 161, 163

B

  • beginner 3–4, 12, 40, 43, 53, 63, 68, 73, 82–83, 95, 114, 117, 163, 175, 192, 197, 199–200, 222, 229, 235, 238–240, 245, 247–248
  • beginner language learnersee beginner
  • best method 29, 80, 201

C

  • CEFR15
  • clarification of meaning144
  • clarification request 134, 150, 195
  • CLIL176see also content and language integrated learning
  • cognitions 33–35, 57
  • cognitive challenge 144, 167–168, 176, 239
  • cognitive processes 6, 191–192
  • collaborative learning 196–197, 201
  • communicative competence 11, 14, 23, 230
  • communicative gap 128, 167, 198, 207–208
  • communicative goals 68, 185, 187
  • communicative outcomes 144, 176–177, 226, 242
  • communicative purposes 94, 177, 187, 233
  • conceptual change 35, 40, 54, 88, 223–224
  • constraints 85, 90, 92, 94–95, 116, 221–222, 229
  • constructsee task construct
  • content and language integrated learning155see also CLIL
  • content knowledge 40, 46, 48, 56, 59
  • corrective feedbacksee feedback
  • creative language use 163, 175–176, 235, 237
  • creativity 107–108, 191, 200
  • cultural knowledge14
  • curriculum 8–11, 14–16, 18–19, 22–24, 27–29, 48–49, 89, 93, 184, 193, 208, 212–213, 217–220, 223, 227, 230–231, 240, 243

D

  • designing tasks 95, 117, 192, 211, 222, 247–248, 260 ; see also task design
  • dissonance 224–225

E

  • engagement 64, 66, 76, 79, 81–82, 93, 101–102, 108, 114–115, 132, 144, 152, 167, 232
  • enjoyment 8, 75, 81, 96, 115, 136, 144, 152, 167, 174, 217, 226
  • experiential learning 21–22, 35, 48, 57
  • explicit information 10, 216
  • explicit knowledge 8, 10, 17, 241–242
  • explicit metalinguistic informationsee metalinguistic information

F

  • feedback 5–7, 34, 52, 62, 74, 104–106, 117, 149, 152, 224–225, 235, 246
    • corrective 5, 133, 144, 151, 195, 235
    • negative 147, 195, 197, 201 ; see also recasts
  • flipped mastery 125, 164–166, 213–214, 216, 222, 224–225, 250
  • fluency 7, 51, 91, 93–94, 113, 132, 163, 176, 184, 186, 199, 245
  • focused tasks 9, 11, 115, 117, 138, 146, 149, 157, 161, 165, 169, 172, 175–176, 185–187, 189, 199–200, 211, 227, 235, 238, 241–242, 247
  • focus on form 9, 17, 23, 46–47, 51, 132–134, 152, 195–197, 201, 214–215, 227
  • focus on formS 9, 51, 66, 143, 152, 167, 176, 180, 186–7, 195, 214, 237–239, 241, 249
  • focus on meaning 23, 51, 54, 65–66, 71, 73, 99, 101, 104, 109–110, 112, 126, 133–135, 138, 141, 144, 146, 149, 154, 157, 161, 165, 169, 172, 180–182, 186–187, 198, 207–208, 215, 234, 245
  • formulaic language 66, 111, 162, 194–195, 268

G

  • gap 5, 18, 22, 65, 68–69, 70, 71–73, 99, 101, 104, 109–110, 112, 117, 126–128, 132–134, 138, 141–142, 146, 149, 152, 154, 157, 161, 165, 167, 169, 172, 181–182, 185, 194, 198, 207–208, 234, 256 ; see also communicative gapsee also information gap
  • grammar 5, 11, 15, 23, 51, 66, 73, 76, 79, 152, 165, 167–168, 176, 180, 195, 205–206, 208, 212–216, 223, 238–239, 241, 249
  • exercises 165, 167–168, 176, 238–239, 241

I

  • implementing TBLT 2, 4, 12, 33, 54–55, 85, 91–96, 114–116, 188, 191, 196, 203, 205, 215–216, 218, 220, 226, 229, 231, 233
  • implicit knowledge 6–8, 17, 45, 241–242
  • incidental 6, 9–10, 133, 156, 166–7, 242
  • incidental learning 175, 177, 237, 241–242
  • individual differencessee individual learner needs
  • individual learner needs 17, 222–223, 227, 250
  • inductive approach 194, 197, 201, 203, 214, 227, 249
  • information gap 55, 66–67, 76, 108, 115
  • Information processing5
  • innovation 2, 34, 49, 57, 65, 75, 86–90, 93–95, 116, 220–221, 223, 227, 229–231, 246, 250
  • input 5–7, 12, 17, 45, 53–54, 68, 70, 73, 87, 99–100, 105, 107, 115, 117, 132, 134–135, 152, 162–163, 174–176, 190, 194, 199, 208, 237, 245, 247
    • elaborated 100, 132, 135, 144, 175, 194, 198, 235
    • extensive 102, 237 ; see also repeated exposure to language input
    • extended 144, 175, 235
    • rich194
  • input-based tasks 12, 55, 64, 68, 79, 83, 95, 117, 165, 190–191, 194, 197, 200–201, 238–239, 245–248
  • inquiry 34, 48, 57, 60–61 ; see also learning inquiry
  • inquiries 59–61, 63, 65–66, 74–78, 80–83, 222, 231–233, 246, 250
  • intentional 10, 40, 60, 175, 177, 239, 241
  • intentional learning 6, 10, 177, 241–243
  • interacted 98, 103, 112, 138, 143, 149, 163, 173, 175, 194, 237
  • interaction 6, 15–16, 24, 26, 46–47, 66, 91, 97–106, 109, 111–115, 123, 132, 138, 142, 144, 152, 170, 175, 177, 196, 220, 235–236
  • Interaction hypothesis 5–6
  • interactional authenticity 15, 115, 117, 232, 236
  • internal syllabussee syllabus
  • interviews 27, 36–37, 62, 85–86, 88–89, 96, 114, 116, 124, 203–204, 233, 236, 250
  • item-based learning 70, 181, 245, 247

K

  • Key Competencies 89, 219

L

  • lack of time 12, 91, 94–95, 116–117, 126, 182, 216, 220, 227, 233, 246, 249–250
  • lack of resourcessee resources
  • language activating186
  • language as an object 144, 195, 167–168, 228, 238
  • language as a tool 144, 168, 175–176, 238
  • language related episodessee LREs
  • language support 69–70, 106, 109, 138, 141–142, 146, 149, 154, 157–158, 162, 181, 247
  • language users 7, 16, 69, 71, 74, 81, 138, 141, 146, 149, 154, 157, 161, 165, 167–168, 174, 176, 182, 194–195, 217
  • learner-centred 14, 48, 88, 101, 196
  • learner’s internal syllabussee syllabus
  • learning inquiry 23–25, 27, 36–37, 59, 61–66, 70, 72–73, 76–81, 231–233, 269–271
  • limitations 75, 78, 94–95, 116, 186, 221–222, 251
  • limitations of TBLT 55, 91, 108, 222
  • linguistic syllabussee syllabus
  • listening 101, 104, 208
    • comprehension 146, 190
  • literacy 222, 244
  • LREs 132–136, 138, 142, 146–147, 149–150, 152, 154–155, 157, 162–163, 166–167, 170, 173–174, 235

M

  • memorisation 144, 201
  • metalinguistic information 134–135, 144, 149–150, 152, 173, 175, 235
  • methodological principles 193, 197, 201, 222
  • motivation 8, 43, 50, 52, 62, 64, 66, 75, 79, 81–82, 92–93, 101–102, 108, 115, 131, 144, 177, 182, 208, 217, 219, 222, 226, 232, 236, 239–240

N

  • NCEA 14–16, 29, 48, 184, 188, 193, 210, 212, 220
  • negative evidence 5, 154, 195
  • negotiation of meaning 134, 144, 152, 175, 196, 235
  • noticing 5–6, 45
  • Noticing hypothesis5

O

  • openness to TBLT 43, 223, 225
  • outcomes
    • inquiry 60, 80–81
    • language learning 18, 40, 61, 76, 212–213, 229, 233, 242–244 ; see also task outcomes
    • teacher learning 82, 196, 233
    • TPDL programme 53, 88
  • output 5–7, 17, 45, 67, 73, 105, 107, 147, 162, 170, 172, 174, 176, 235, 238–239, 247 ; see also pushed output
  • output-tasks 95, 172–173, 183, 190, 194, 197, 200, 237, 245, 247–248
  • Output hypothesis5

P

  • pedagogic tasks 92, 115, 167–168, 183–185, 189, 167–168, 209–210, 217, 226, 241
  • pedagogical spaces 177, 234–235, 237, 244, 252
  • pedagogical tools 1, 4, 21, 92, 117–119, 216
  • pedagogy 16, 18–24, 33, 35, 48, 59–61, 231, 234, 242, 250
  • post-task 44, 47, 55, 105, 146, 189–190, 200, 210–211, 249 ; see also task cycle
  • preselected language 135, 143–144, 163, 174–176, 182–183, 185–186, 199–200, 237, 240
  • pre-task 47, 53, 70, 77, 90, 132, 151, 159, 169, 189–190, 200, 210
  • Principles of Effective Instructed SLA 16–17, 19, 21–24, 29, 40–41, 87, 193, 205, 230, 250, 252, 268
  • Principles of TBLT 2, 26, 46, 129, 177, 179, 192–193, 197–201, 208–209, 218, 221–222, 226–228, 231, 234, 263
  • professional development 2, 30, 33–35, 49, 56–57, 61, 63, 81–83, 85–86, 88, 96, 116–117, 191, 197, 199, 201, 205–207, 220, 226–227, 230–234, 246, 248–249
  • pushed output 7, 144, 148, 152, 170, 173, 175

R

  • reading 210, 216
  • reading comprehension190
  • reading log 24–25, 36–37, 39–42, 44–46, 50, 54–55, 57, 231
  • recasts 112, 144, 147, 152, 154–155, 173, 175, 195
  • recycling language 107, 117, 132, 159, 163, 174, 176, 237–238, 240
  • reflection 18, 22, 35, 39–42, 49–52, 54–57, 60–62, 80–82, 90, 93, 95, 101–102, 115, 117–118, 231
  • repeated exposure to language input 157, 182, 199, 237
  • resources
    • lack of 12, 94–95, 216, 220–221, 227, 250
    • learner 8, 22, 47, 65, 68–72, 77, 89, 95, 99, 104, 110, 112, 126–128, 138, 141, 146, 149, 154, 157, 161, 165, 169, 172, 181, 183, 186, 198–199, 207, 245, 247–248
  • retentionsee student retention
  • revisionsee task revision
  • role of teacher 33, 52, 57, 60, 115, 144, 158, 163, 174, 177
  • rule-based learning 70, 181, 245, 248

S

  • scaffolding 6, 70, 90, 108, 132, 135, 144, 147, 150, 152, 157, 159, 163, 167, 173–175, 182, 196, 199, 201, 235, 238, 240, 245, 247
  • situational grammar exercisessee grammar exercises
  • SLA pedagogy 19–23, 59
  • Sociocultural theory 5–6, 34
  • spoken production 15, 162, 190–191, 200, 237
  • structural syllabussee syllabus
  • student engagementsee engagement
  • student retention 217, 226
  • surveys 66–68, 71, 107, 111, 210, 221
  • syllabus 7–8, 10, 193, 200, 211, 227, 243–244
    • built-insee internal
    • internal 17, 46–47, 195–196
    • linguistic196
    • structural 9, 11, 177
    • task-based 9, 11, 193, 197, 199–201, 211, 213, 226, 239–240, 243

T

  • target tasks 166–168, 176, 183–185, 193, 199, 209–210, 215–216, 238–239, 241
  • tasks as pedagogical toolssee pedagogical tools
  • task-as-workplan 59, 65, 69, 123, 182, 189
  • task completion 182, 201, 247
  • task construct 13, 22, 29, 68, 74, 208, 221, 232, 245, 249
  • task criteria 65, 68–72, 74, 80–83, 98–99, 104, 108–110, 112, 125–128, 138, 141, 146, 149, 154, 157, 161, 165, 169, 172, 180–183, 198, 207–208, 223, 227, 232, 234, 245
  • task cycle 5, 55, 183, 187, 189–190, 200, 210–211, 249
  • task dependency247
  • task design 25, 54, 65–66, 68, 70, 72–74, 77, 83, 114, 117, 126–128, 180–183, 185–187, 199, 211–213, 221–223, 226–227, 232, 234–235, 238, 243, 247, 249
  • task evaluation 25, 62, 68, 72–74, 77, 82, 99, 104, 110, 112, 125, 138, 141, 146, 149, 154, 157, 161, 165, 169, 172
  • task goals 66–68, 185–188
  • task input 53, 68, 70, 99, 117 ; see also input
  • task-in-theory 33, 48, 56, 85, 118, 230–231, 234
  • task planningsee task design
  • task outcomes 22, 24, 44–45, 52, 55, 62, 65, 69, 71–73, 77, 99, 101, 104, 110, 112, 117, 126, 128, 138, 141, 143–144, 146, 149, 154, 157, 161, 165, 167, 169, 172, 176–177, 181–182, 184, 198, 207, 212–213, 226, 234, 242–243
  • task revision 73, 77–78, 222, 232
  • task sequence 189–190, 237 ; see also task cycle
  • task-supported 10, 23, 79, 196, 216, 268 ; see also TSLT
  • taxonomy of taskssee Willis and Willis’s taxonomy
  • TBLT materials 221, 223, 227 ; see also resources
  • teacher education 39–40, 47, 55, 183, 252 ; see also professional development
  • teacher educators 33, 40, 47, 82–83, 223, 229, 232, 246
  • teacher learning 33–35, 39, 49, 56, 59, 80, 82, 118, 229 ; see also professional development
  • teacher reflectionsee reflection
  • teacher’s rolesee role of teacher
  • teaching grammarsee grammar
  • time 3, 7, 12–13, 34, 40, 77–78, 117, 125–126, 198, 207, 209, 220–221, 232, 241, 246 ; see also lack of time
  • time constraintssee lack of time
  • tool for communication 26, 39, 53, 168, 177, 228, 235–236, 238, 241, 268
  • TPDL 1–2, 18–22, 24–27, 29–30, 33–35, 40, 61, 69–70, 73, 85–91, 97, 108, 113–114, 116, 119, 122, 181, 188, 191, 195–196, 201, 205–211, 214, 216, 220, 223–226, 233, 245–249, 263–268
  • TSLT 10, 21, 23–24, 201

U

  • unfocused tasks 142, 154–155, 185–187, 211, 235
  • unpredicted languagesee creative language use
  • uptake of TBLT 1, 27, 57, 220–221, 223, 227, 231, 240

W

  • Willis and Willis’s taxonomy 68, 183, 191–192, 200
  • written production 172–174, 190, 200, 237
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