Task‐based language teaching: sorting out the misunderstandings

TLDR

The paper defines a “task” and notes that task‑based teaching lacks a single unified approach. It aims to clarify misunderstandings surrounding task‑based teaching. The authors evaluate recent criticisms of task‑based teaching and examine implementation challenges highlighted in evaluation studies. The authors conclude that criticisms arise from misunderstandings of the task concept and its theoretical basis, and that task‑based teaching can coexist with traditional, form‑focused approaches.

Abstract

This paper begins by offering a definition of ‘task’ and by emphasizing that there is no single ‘task‐based teaching’ approach. It then evaluates a number of criticisms of TBT, drawing on recent critiques by Widdowson, Seedhouse, Sheen, and Swan. It is argued that many of these criticisms stem from a fundamental misunderstanding of what a ‘task’ is, and of the theoretical rationales that inform task‐based teaching. These criticisms also reflect a failure to acknowledge that multiple versions of task‐based teaching exist. In particular, it is argued that task‐based teaching need not be seen as an alternative to more traditional, form‐focused approaches but can be used alongside them. The paper concludes with an examination of a number of genuine problems with implementing task‐based teaching, as reflected in evaluation studies.