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. 277–283
Index
Published online: 24 April 2025
https://doi.org/10.1075/tblt.17.index
https://doi.org/10.1075/tblt.17.index
A
- Aboriginal English 237–240, 245, 248
- Aboriginal languages 238, 244–245
- Aboriginal people
238–239
- cultural constraints250
- interacting with non-Aboriginal people 240, 244–246
- Aboriginal students
15, 236–239
- collecting data from 242–243
- language needs 240–242, 244–246
- pedagogical tasks for 248–249
- and TBLT implementation 250–252
- ACTFL Proficiency Guidelines 133–136, 141–143
- action research cycles73
- agency: and Can-do statements
128, 144
- of teachers267
- alignment 223–224
- anaphoric devices 150, 152, 155
- applied linguistics8
- and coursebooks64
- research-practice gap175
- artificial intelligence (AI) 33, 37
- ATs (Attainment Targets) 261–262
- attentional allocation 214, 222–223
- attentional processes 87, 215, 222–224
- attentional resources 87, 89
- attention to form: and FFI
167–169
- and TR 87–89, 94
- attention to language 89, 166–167, 170
- audio-lingualism 5, 74, 259
- authentic contexts 6–7, 49, 55, 111
- authenticity
4, 13
- layers of 41, 47–58
- and Martian task192
- and spontaneous communication262
- in the task-based classroom 44–47
- in TBLA149
- in TBLT 42–43
- and textbooks 57–58
- autonomy 52–53, 109
B
- Bava Harji, and Jia 3, 6, 8
- behaviourist principles 257, 260, 266
- beliefs, changing75
- Blanquerna Department of Communication Studies24
- bottom-up approach174
- to task design 22, 31, 36
- BPA (Border Patrol Academy) 49–50
- Breen, Mike237
- Business English 107–108
- Bygate, Martin 9–11, 15–16, 174
C
- CAF (complexity, accuracy, and fluency)
14, 166
- definitions for 171–172
- and FA 147–149, 153–156
- fluency measures in174
- and ISLA 172–173
- and task-based processes 212–214
- TBLT research on 176–177
- and TR 87–88
- Can-do statements
14, 124–125, 127–130, 142–144
- customizing 140–141, 141
- describing curricular goals 132–133
- item bank135
- and language frameworks 133–140, 135–136, 139
- and proficiency gains 141–142
- and self-assessment 126–127
- teacher use of 130–132
- causal processes213
- CBLT (content-based language teaching) 169, 175–176
- CEFR (Common European Framework of Reference)
134, 142
- and Can-do statements 127–128, 136, 137–138, 139
- and FA rating 150–152, 155
- ChatGPT37
- Chiang Mai University109
- China: EFL coursebooks in
63–64, 67, 69–70, 74
- TBLT in 13, 23
- clarification requests 49, 85, 87, 155
- classroom learning loop133
- classroom tasks13
- class size 74, 110
- CLB (Canadian Language Benchmarks)134
- CLIL (content and language integrated learning) 13, 82, 84–86, 89, 94, 175–176
- closed-ended questionnaire items215
- CLT (communicative language teaching) 4–6, 91, 166, 257–258, 261, 263
- Cognition Hypothesis 25, 31, 213–214
- cognitive complexity27
- cognitive-interactionism 5, 13, 35, 84, 86
- cognitive load27
- task-generated 213, 215–216, 220, 226
- cognitive processes15
- task-generated(see task-based processes)
- cognitive psychology 168, 216, 220
- cognitive research agenda 25–26
- coherence & cohesion 150, 152, 154–156, 160
- collaboration models 107–109, 111–112, 114
- collaborative learning 91, 257
- collaborative patterns 82, 88, 90, 94
- collaborative research 175–176
- communicative adequacy 172, 174
- communicative approach 5, 261, 269
- communicative competence 46, 85
- communicative interaction8
- and FA154
- and FFI 167–168, 172
- communicative outcomes 67, 70
- communicative proficiency, measuring14
- communicative skills 8, 69, 76, 142
- communicative tasks: Can-do statements as
133, 143
- competence to perform 42–43, 124–125
- in coursebooks73
- design of32
- identifying developmental stage 186–187, 189
- in teacher education265
- community of teachers 34, 62, 77
- comprehensibility, in FA rating scale 150, 154–155
- comprehension checks 85, 87
- conditional clauses45
- confidence, self-evaluated129
- confirmation checks 85, 88
- constructivism 5, 26, 257, 260, 263, 266–267
- content, in FA rating scale150
- content-related authenticity 45, 48, 51–52, 56–57
- contextual authenticity 44, 48–52, 55
- conversational adjustments 85–86, 94
- conversations: authentic
55–56
- informal 48–49, 56
- corrective feedback (CF)
15, 172
- and FFI 167, 169
- oral237
- perception of 219, 223
- timing of 164, 166, 169–171
- written(see SWCF; WCF)
- coursebooks
13, 60–61, 75–76
- case against 64–68
- case for 68–71
- PhD research on 61–62
- task-informed design77
- teacher agency and mentoring 71–75
- Crookes, Graham24
- CSE (China’s Standards of English)134
- C-tests 144, 153
- cultural appropriacy250
- curricular goals 47, 124, 132–133
- curriculum design teams 103–104, 114
D
- data elicitation 186–187
- decision-making, and research findings 22–23, 32
- decision-making tasks 151, 220, 222–223, 226–227
- declarative knowledgeSee explicit knowledge
- descriptive research 174–175
- design variables25
- developmental readiness 190–191
- developmental trajectories 72, 187–189
- dictogloss92
- difficulty, level of 65, 240
- distributional analysis 187, 193, 198–199, 198
- domain experts 27–28, 36, 243
- dual-task methodology 212, 219–221, 226
- duration ratios, subjective-to-objective 216–217
- Dynamic Systems Theories26
E
- EAL (English as an Additional Language) 6–7, 12
- East, Martin175
- personal story of 259–264
- eclecticism in practice 265–266, 268
- EFL (English as Foreign Language)7
- for children 13, 82–83, 85–95
- coursebooks in 61, 64
- in Flanders46
- in Korea108
- Ellis, Rod 237, 263
- ELLRA (Early Language Learning Research Association)84
- ELT (English Language Teaching), and coursebooks 63, 68
- e-mail writing
28–29, 53
- tasks for 28, 29
- emergence criterion 171, 187, 193, 198
- emojis132
- English language, in-class use of7
- ESL (English as Second Language) 6–7, 86, 94
- ETR (exact task repetition) 89–90
- European Union 24, 137
- Eurydice Report83
- expert judgements134
- explicit instruction 166–167, 169, 245–246
- explicit knowledge 169–173, 174
- eye tracking 212, 222–224, 226–228
F
- FA (functional adequacy)
14, 147–149
- in classroom practice154
- and components of CAF 153–154
- in interactional tasks 154–155
- FA (functional adequacy) rating scale
150, 154–156
- for interactional adequacy161
- reliability and validity 152–153, 155
- in research151
- for writing 159–160
- Flanders 43–44, 46–49, 51–54
- Florida International University (FIU) 35, 110–112
- fluency, measures of 148, 171, 173, 174
- fMRI scans225
- focus on form
6, 13
- and authentic tasks 46, 49
- in child EFL82
- developmentally moderated 190, 208
- and meaning 58, 167, 170
- and NLP33
- and task design 31, 36
- and task repetition87
- foreign language (FL)
7, 23
- children learning 83–84
- and TBLT35; See also EFL
- foreign language (FL) contexts 83, 94
- formative assessment130
- form-focused exercises 47–48, 67
- form-focused instruction (FFI)
15, 66, 85, 94
- isolated and integrated 167–170, 172, 176
- timing of 164, 168
- form-meaning connections170
- formulaic sequences 186, 195, 198–199, 202
- Forrest, Uncle Simon238
G
- gaming94
- García Mayo, María del Pilar176
- Gass, Susan24
- general interest topics57
- Georgetown Startalk program117
- German language: learning and teaching
259–263
- and Martian task 193–195, 200
- gestures, Aboriginal students and 244–245
- goal-related authenticity 45, 52, 56
- grammar-based syllabi 64–65
- grammar explanation, explicit67
- grammar instruction, and authenticity 45–46
- grammar-translation model 4–5, 67, 74, 259–260
- grammatical information, unification of 186–187
H
- Hindi language 130, 138, 141
- Hinger, Barbara256
- Hong Kong 71, 106
- human-machine interaction design 22, 31, 33–34
- Hypothesis Space 188–190, 188
I
- IATBLT (International Association for Task-Based Language Teaching) 11, 84, 108
- ICTBLT (International Consortium on Task-Based Language Teaching)9
- idiosyncratic structures 195, 198–199
- ILR (Interagency Language Roundtable)134
- immersion settings 6–7, 83, 175
- implementation variables 82, 85–86, 90, 102
- implicit instruction 166–167
- implicit knowledge 164, 169–170, 172–173, 174
- indigenous education 238, 252 ; See also Aboriginal students
- indigenous languages 7–9, 12 ; See also Aboriginal languages
- information distribution and flow 25, 31
- information gap tasks 5, 49, 155, 261
- innovation
22, 31, 36
- and curriculum development115
- diffusion of 62, 77
- input hypothesis5
- instructed second language acquisitionSee ISLA
- instruction
166–167
- and implicit and explicit knowledge173
- timing of 167–170
- interactional adequacy161
- interactional authenticity 45, 48, 50–52, 56, 192
- interactional tasks, and FA 147, 154–156
- interaction design 33–34, 36–37
- interaction hypothesis 5, 25, 31, 169
- interactive activities 66, 71
- interactive research agenda25
- intercultural dimensions 31, 55
- interlanguage 90, 171, 189–190
- International Conferences on Task-Based Language Teaching 2–3
- interviews, and task-based processes 217, 226
- ISLA (instructed second language acquisition)
14–15, 164–165
- and FFI 168–169
- mutual influence with TBLT 176, 177
- outcomes measurement 171, 172–173
- and processability183
- research-practice gap 175–176
- and task-based processes 218, 222, 226
- and TBLT 165–166
J
- joint attention223
- journalists, L2 use by27
K
- keystroke logging 212, 221–222, 224, 226–228
- Korean language 112–113
- Kriol 238–239
- Kutja School 237, 239–242, 247–248
L
- L1 (first language): EFL children’s use of
85–87
- metacognitive use of89
- as scaffolding8
- L1 (first language) speakers, as teachers111
- L2 (target language): effectiveness and appropriacy of use14
- effects of instruction on learning167
- features of development15
- learning grammar of45
- as object65
- performance evaluation in 147–149, 151, 153, 155
- processing capacities in184
- registers and varieties of53
- in TBLT curricular research 104, 105
- use outside classroom 7, 46 ; See also SLA
- L2 (target language) interaction90
- L2 (target language) tasks
6–7, 13
- in authentic conditions 41–43, 55
- design 23, 32
- pedagogical tasks approximating 47–50, 64
- language abilities, communicative 134, 137–138
- language acquisition: and learning4; See also SLA
- language and task-based depth144
- language aptitude268n1
- language assessment 10, 124–125
- language-awareness strategies84
- language competences, for “real life,” 42–43
- language development, stages in15
- language education, effectiveness of53
- language frameworks
124, 127
- explaining 136–140
- reflecting 133–136
- language generation, Levelt’s model of185
- language learning4
- implicit46
- language learning motivation52
- Language Learning Task Bank 75, 117, 153, 156
- language performance143
- linguistic and functional dimensions 147–149, 151
- language proficiency scales 128, 133–143, 135–136, 140
- languages other than English 7–8, 14
- language teaching: explicit and implicit
57–58
- historical transitions in 256, 258–264
- TBLT and268
- languaging92
- learner attention6
- learner-centredness 4, 76, 256–258, 266, 268
- learner development stages
183, 208–209
- and Can-do statements143
- and Martian task 191–199
- and Processability Theory 185–189
- and semantic domains 199–207, 202
- and tasks 190–191
- tools to diagnose184
- learner engagement74
- learner-learner interaction 6, 85, 193, 196, 199–200
- learner setup 82, 85, 90–91
- learner variation 188–190, 196, 198–199
- learning design 22, 31, 33–34, 36–37
- Learning Designer software 34–36
- learning outcomes 128, 148, 175–176
- lemma access 185–186
- less commonly taught languages12
- lesson planning, collaborative 72–73
- lexico-grammatical exercises73
- Li, Shaofeng170
- Lightbown, Patsy 167–168
- Likert-scales 128, 131–132, 139, 150
- Limited Capacity Model 31, 213–214
- linguistic authenticity 45, 48, 50–52, 56–57
- linguistic encoding processes 214, 227–228
- linguistic repertoires 46, 189, 244
- linguistic resources 8, 91
- lived experiences 129, 255
- Long, Mike 16, 24, 237
- longitudinal research design86
- LREs (language-related episodes) 88–94
M
- McDonough, Kim108
- map tasks 220, 222, 226–227
- Martian task
191–192, 207–208
- development and variation in 192–199, 193
- example dialogue 194, 196–197
- semantic domains in 199–207, 200–201, 203–208
- materials evaluation 63–64
- meaning, negotiation of 8, 85–87, 113, 170
- meaning and form 57–58, 85, 218
- meaning-based instruction 170, 176
- memory decay 215, 218–219
- mentoring, and coursebooks 62, 68, 71–77
- mentor-trainee model52
- metacognitive instruction94
- metalinguistic explanations94
- Michel, Marije173
- model texts 92–94
- monitoring behaviour172
- morphological markers 186, 199
- morphological structures 186–187, 193, 208
- morphosyntax 185, 188
- motivation, and Can-do statements128
- motivational power 47, 55
- multi-modal input-based tasks224
N
- narrative tasks 89, 220, 222, 227
- Natural Approach258
- needs analysis (NA)
13, 15, 22–24, 241
- for Aboriginal students 236, 238, 240–243, 246–247, 251–252
- and coursebooks64
- and curriculum development 105–106, 108
- and link with reality 42–45, 50
- and task design 27–30, 28, 32, 34, 36
- neuroimaging225
- New Zealand
83, 134
- teacher education in 262–263
- Nicaragua63
- NLP (Natural Language Processing) 33, 36
- Norris, John 9, 11
- NZALT (New Zealand Association of Language Teachers)11
O
- open-ended questionnaire items215
- opinion gap tasks5
- oral approach 260, 268
- oral interactions 85, 88, 219
- oral production: cognitive processes in
225–226
- and processability perspective 184, 186–189, 193, 200
- and TR 87, 89, 92
- Output Hypothesis 25, 31, 91
P
- pair dynamics 87–88
- pair formation method90
- participatory action research73
- passive-parallel patterns88
- pedagogical interventions 94, 173
- pedagogic decisions, informed72
- pedagogic tasks
6–7, 13
- in Aboriginal schools 243, 248
- authenticity of 41–42, 47–49
- and coursebooks69
- in dual-task methodology219
- sequencing and grading 28, 64
- pedagogy: effective
5, 258
- researched 3, 13, 15
- peer feedback 154, 156
- performance standards 27–28, 143
- personalisation 36, 63, 72
- pictures, describing 48–49
- planning time 26, 32
- plenary addresses 12–15
- policy makers 35, 109–110, 115–117
- PoS (Programme of Study) 261–263
- PPP (Presentation — Practice — Production) 63, 65–68, 71, 258
- practice-based research 113, 118
- pragmatics, task-based26
- Preparatory Attention and Memory169
- prescriptive research174
- pre-task planning 52, 94, 217–218
- primary sources 57, 237
- prior knowledge 26, 32, 54
- proceduralized knowledge 173, 174
- procedural repetition113
- processability hierarchy186
- processability perspective 183–184, 191
- processability theorySee PT
- processing capacities 183–185
- processing procedures 185–187
- processing resources 187–189
- professional development10
- in Aboriginal schools 248, 250
- and coursebooks62
- and ISLA 175–176
- task-based23
- and TBLT ambassadors118
- proficiency development 130, 132–133, 135
- proficiency levels: and Can-do statements124
- proficiency scales 133–136, 138–139
- program evaluation 105, 109–111, 115–116, 118, 175
- prototypical standardised tasks 153, 156
- psycholinguistics174
- PT (processability theory) 15, 183, 185–189
- PTR (procedural task repetition) 89–90
Q
- Qingdao University 110–112
- question forms208
- in Martian task 192, 195, 197, 199, 202, 204–205
- in Processability Theory 186–187
- questionnaires, and task-based processes 215–216, 226, 228
R
- Ranjan, Rajiv 130, 132–134, 138–139
- reactivity 218–219
- “real life,”
41–42, 58
- gradually approximating 49–51
- language learning in 53–56
- use of term43; See also authenticity
- reasoning demands 26–27, 220
- reasoning gap tasks5
- reflective questions269
- repair fluency 171, 173
- research agendas 10, 12, 16, 25–26
- researcher-teacher collaboration 85, 94, 101, 107, 117
- revision behaviours221
- Rubin, Vera 125, 126, 144
S
- SAE (Standard Australian English)237
- Aboriginal proficiency in 238–242
- in Aboriginal schools248
- Aboriginal students’ needs for 244–245
- Samuda, Virginia 170, 174
- scaffolding52
- and authenticity 49, 52
- L1 use as8
- teacher development34
- scaling research 115–116
- school administrators, and curriculum development 106–107
- SCRELE (Shanghai Center for Research in English Language Education)70
- self-assessments: and Can-do statements
126–127, 130–132, 137–141, 139–140, 143
- and FA 154, 156
- self-esteem 241–242
- self-reflection132
- self-report measures 214–215
- self-study research259
- semantic domains 183–184, 191, 199–208, 200–202, 203–208
- semi-structured interviews217
- sequencing: in coursebooks65
- criteria used for 28, 29
- shame, in Aboriginal English 240, 244–246
- Situational Approach65
- situational authenticity 44, 48–49, 52, 56–57, 192
- skill acquisition theory (SAT)169
- SLA (second language acquisition)
5–6, 84–85
- adapting theories of126
- child-instructed 84–85
- and coursebooks 64, 76
- Processability Theory on 185–186, 189
- questionnaires in215
- research methods101
- task-based research117
- and task design 32, 36
- sociocultural-interactionism 5, 13
- sociocultural theory 5–6, 84, 91
- South Korea, coursebooks in63
- Spain, EFL in 84–85, 87, 90–93
- Spanish language: in rural US
111–112
- in TBLT curricula104
- and US Border Patrol 49–50
- speech production, oralSee oral production
- speech production models 87, 172, 214
- speech samples15
- speed fluency 171, 221
- spot-the-difference task 85–87, 89
- S-STEP259
- standardized tests 85, 126, 142–143
- Stanza NLP package33
- state anxiety228
- Steadiness Hypothesis 189–190
- stimulated recall protocols 218–219, 221, 223–224, 226–228
- strong CLT 4–5
- structuralist principles 5, 257
- subordination ratio153
- SWCF (synchronous written corrective feedback)113
- SWPL (Structured Workplace Learning program) 240, 242, 245–246, 248
- syntactic structures 186–187, 193, 208
- synthetic syllabi 60, 64–66, 68, 71, 75
- systematization 115, 118–119
T
- task and syllabus design
13, 22–23, 35–37
- in 21st century 30–35
- overview 24–30
- task-based assessment 22, 101–102, 111, 143
- task-based classrooms 41–47, 58
- task-based courses 13, 41, 50
- task-based curriculumSee TBLT curriculum
- task-based interaction174
- and task-based processes 223–224, 226, 228
- task-based learning 74, 108
- task-based lessons 73, 269
- task-based performance 130, 212–213
- task-based principles 68, 256
- task-based processes
212–213
- further research directions 228–229
- objective methods to investigate 219–225
- rationale for investigating 213–214
- subjective methods to investigate 214–219
- triangulating sources 226–228
- task-based programmes 23–24, 35
- task-based syllabi 43–44, 105
- task characteristics102
- task complexity
26, 102
- and authenticity51
- changing 49, 213
- and cognitive load 213–214, 219
- and sequencing113
- task complexity manipulations 26, 214, 221–222, 226–227
- task design
101–102
- in 21st century 31–33
- and child FL learning84
- and coursebooks73
- features to be considered during32; See also task and syllabus design
- task difficulty self-ratings227
- task-essential structures168
- taskGen 32–36
- task goals 30, 143
- task modality
82, 85, 90–91
- and curriculum design113
- task performance: and authenticity
43, 49–50
- information flow during31
- language processing during33
- research agendas on 25–26, 28
- support during52
- task planning102
- task requirements, in FA rating scale 150, 152, 154–155
- tasks: core characteristics of192
- use of term247
- task sequencing 30, 102, 108, 113
- task structures 28, 30
- task types
26, 113
- in FA 150, 152–154, 156
- representative5
- and task-based processing 224, 226
- Tavakoli, Parvaneh172
- TBLA (task-based language assessment)
14, 128
- and Can-do statements130
- and FA 147, 149, 153
- TBLT (Task-based Language Teaching): actualizers112
- ambassadors 110–112, 116–120
- and CBLT and CLIL176
- conferences 9–12
- and coursebooks 60–64, 67–77
- criticisms of 269–270
- and developmental stages190
- emergence and development of 4–9
- essential drivers for6
- experts, and curriculum development 107–115, 117–119
- implementation in Aboriginal schools 247, 250–251
- link with reality in 41–42
- literature review 24–27
- mentoring in72
- mutual influence with ISLA 176, 177
- outcomes measurement171
- policy implementer for 109–110
- prescriptive and descriptive research in 174–175
- proliferation of35
- research in 101–102
- student focus of 127, 129
- teacher’s role in170
- teacher variable in 256–258, 263–269
- TBLT (Task-based Language Teaching) curricula
13–14, 42, 101–102, 110, 124
- Can-Do statements in124
- collaborative models for 107–114
- development 103–107, 106
- and needs analysis42
- pedagogic tasks in64
- research on104
- sustainability of 115–120, 116, 119
- teacher agency 71–76
- teacher-centredness 66, 71, 113
- teacher education10
- in-service101
- task-based 23–24, 31, 34–35
- TBLT in 66, 72, 75, 255–256, 258–259, 262–269
- teacher-led approach 5, 63, 256–259, 263, 266, 268
- teamwork 50, 116–117
- technology
8, 11
- and authenticity53
- and task design 26–28, 36
- TESOL teachers 237, 248
- Thailand, TBLT in 13, 23, 66
- theory-building 212, 214
- theory-practice tensions 265–266
- think-aloud protocols 218–219
- three-stage task framework73
- time estimation, subjective 216–217
- time-locked analyses228
- TOEFL iBT environment224
- Tonkyn, Alan172
- top-down approaches
13, 174–175
- and task design 22–24, 27, 36
- TR (task repetition)
26, 82, 85, 94, 102
- as implementation variable 86–90
- trade-off effects88
- Trade-off Hypothesis 25–26
- transfer-appropriate processing168
- transfer problem 42, 52, 58
- translanguaging 8–9, 12
- triangulation of sources 212–213, 226–228, 242
- trustworthy data243
- TSLT (task-supported language teaching) 64, 103
U
- University of Auckland 10, 35, 262
- University of Hawaii107
- University of Toronto168
- utility value 52, 55, 58
V
- Van den Branden, Kris 9, 11, 52, 174–175, 265
- VET (Vocational Education and Training) 239–240, 247–249
- Vietnam, EFL coursebooks in 60, 64–67, 69–73, 76
W
- WCF (written corrective feedback) 92, 113
- weak CLT 5–6, 10, 258, 262
- Western Australia 15, 236–238
- WIDA (World-Class Instructional Design and Assessment)133
- work ethic, demonstrating246
- writing: collaborative
89–94, 113
- Kellogg’s model of214
- writing processes, task-generated 224, 227–228
Y
- yarning243
