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In:Broadening the Horizon of TBLT: Plenary addresses from the second decade of the International Conference on Task-Based Language Teaching
Edited by Martin East
[Task-Based Language Teaching 17] 2025
► pp. 164–182

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Chapter 9
Reflecting on task-based language teaching from an Instructed SLA perspective

 | University of Toronto
Published online: 24 April 2025
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https://doi.org/10.1075/tblt.17.09spa
Abstract
Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of instructional activities and assessment practices. In this presentation, I focus on two of the conference themes: Instruction and Outcomes. With respect to Instruction, I draw attention to the pedagogical timing of form-focused instruction (FFI) and corrective feedback. I discuss relevant studies within ISLA and TBLT and argue that TBLT is particularly well-suited to investigating questions about the timing of FFI. In discussing Outcomes, I consider differences in how outcomes are measured in TBLT (i.e., performance) and ISLA (i.e., development) and the different aspects of language examined within each, for example, accuracy, implicit/explicit knowledge in ISLA and complexity, accuracy, and fluency in TBLT. I discuss underlying similarities between fluency and implicit knowledge, how they are measured, and propose research to investigate the pedagogical timing of FFI in relation to fluency development. I conclude with a brief discussion of the need for a balance between theoretically and pedagogically motivated research within ISLA and TBLT.
Article outline
  • Introduction
  • TBLT and ISLA
  • Instruction
  • Timing of instruction
  • Timing of CF
  • Outcomes
  • Theory, research, and pedagogy
  • Conclusion
  • Notes
  • References
References (97)
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