First,
the author starts by defining the concept of task according to several authors
among which Nunan (1989), Skehan (1998) and Ellis (2003) are mentioned. A
thorough comparison among their three approaches to TBLT is made which states
beforehand that there is no absolute agreement in the way TBLT should be presented,
however: it is emphasized that teaching a language in context using real world
language and focusing on meaning are key. As far as this point, the subtle but
important differences in the perspectives of this approach leave room for open discussion. From this point onwards, the authors would
focus on the characteristics that these three perspectives share which make the
current consensus of TBLT approach.
This
approach may present a challenge for those teachers whose view of effective
language teaching has been shaped by their own successful experiences in learning
and teaching the language. This may raise the question: why would this approach
contribute to improve the current teaching practices? Since the name of the
article is “Task-based language teaching: what every teacher should do” the
author should have included examples of successful full or complementary TBLT implementation
in the EFL classroom. Instead, the authors limit to mention the benefits and
challenges of this approach, the roles of the teachers and the students and
some useful recommendations such as “be familiar to the logic and purpose
behind doing tasks” or “be engaged in the design of the task materials”. Even
though it is clear that the aim of this article is neither providing a guide
for language teachers to implement TBLT nor persuading them, the title seems to
be ambitious for what it really offers: a well- organized article that achieves
to define TBLT, explain its background and its main characteristics. It is definitely a suitable starting point for
non-familiarized teachers.
Source
Hismanoglu, M; &
Hismanoglu, S (2011) “What every teacher should do” Elsevier Social and
Behavioral Sciences.
