In Defense of Tasks and TBLT: Nonissues and Real Issues

TLDR

Most criticisms of TBLT are nonissues, though some touch on important matters. The article defines task and TBLT, evaluates 14 criticisms, and identifies genuine problems that require resolution. Sections 2–4 address five psycholinguistic, six classroom‑level, and three implementation criticisms of TBLT.

Abstract

ABSTRACT The first aim of this article, addressed in section 1, is to define what is meant, and not meant, by task and task-based language teaching (TBLT). The second is to summarize and evaluate 14 criticisms that have been made of both. Section 2 responds to five alleged problems with TBLT's psycholinguistic rationale, section 3 to six at the classroom level, and section 4 to three claimed problems with implementing TBLT in specific contexts. A few of the criticisms touch on important matters, but most, I will suggest, are nonissues . The third aim of the article is to identify some genuine problems in need of resolution— real issues —and briefly to illustrate research programs under way to address them.