Rod Ellis is Research Professor in the School of Education, Curtin University, Australia, Emeritus Distinguished Professor, University of Auckland, New Zealand and a Visiting Professor at Shanghai International Studies University. He is also an Appointed Fellow of the Royal Society of New Zealand. He has researched and published extensively in the fields of second language acquisition, language teaching and teacher education.

• AcknowledgementsPrefaceSection 1: IntroductionChapter 1: A Brief History of Task-based Language Teaching and ResearchChapter 2:  Task-based Research and Language PedagogySection 2:  Researching Task-based TeachingChapter 3:  Non-Reciprocal Tasks, Comprehension and Second Language AcquisitionChapter 4:  Focus on Form: A Critical ReviewChapter 5:  Preparing Learners to Perform TasksChapter 6:  Is there a Role for Explicit Instruction in Task-based Language Teaching?Chapter 7: Measuring Second Language Learners’ Performance of TasksSection 3:  Task-based Language PedagogyChapter 8:  Task-based Language Teaching: Sorting out the MisunderstandingsChapter 9:  Moving Task-based Language Teaching ForwardChapter 10:  Towards a Modular CurriculumChapter 11:  An Options-based Approach to doing Task-based Language TeachingChapter 12:  Teachers Evaluating TasksSection 4:  ConclusionChapter 13:  Key Issues in Task-based Research and Pedagogy

Rod Ellis has written (yet another) agenda-setting book, this time charting a journey through key issues in task-based language teaching. This is a must-read for researchers committed to the pedagogic relevance of their work, and for language educators in search of a deeper understanding of task-based research and pedagogy.