Using Tasks in Second Language Teaching

Craig Lambert is an Associate Professor of Applied Linguistics in the School of Education at Curtin University. His recent books include Task-Based Language Teaching: Theory and Practice (with R. Ellis et al., Cambridge, 2020) and Referent Similarity and Nominal Syntax in Task-Based Language Teaching (Springer, 2019).Rhonda Oliver is Professor and Head of the School of Education, Curtin University, Australia. Her publications include Teaching Through Peer Interaction (with R. Adams, Routledge, 2019) and Child Second Language Learning in Different Classroom Contexts (with B. Nguyen, Routledge, 2018).

• ContributorsChapter 1. Craig Lambert & Rhonda Oliver: Introduction: Tasks in ContextSection 1: Issues in Using TasksChapter 2. Craig Lambert: Instructional Frameworks for Using Tasks in Second Language InstructionChapter 3. Jonathan Newton and Trang Le Diem Bui: Low-Proficiency Learners and Task-Based Language TeachingChapter 4. Curtis Kelly: Some Principles for Interactive Task Design: Observations from an EFL Materials WriterChapter 5. Marta Gonzalez-Lloret: Using Technology-Mediated Tasks in Second Language Instruction to Connect Speakers InternationallyChapter 6. Lindy Norris: Using Tasks within Neo-liberal Educational EnvironmentsChapter 7. Rod Ellis: Teacher-Preparation for Task-based Language TeachingSection 2: Approaches to Using TasksChapter 8. Kyoko Hillman & Mike Long: A Task-based Needs Analysis for U.S. Foreign Service Officers: The Challenge of the Japanese Celebration SpeechChapter 9. Rhonda Oliver: Developing Authentic Tasks for the Workplace using Needs Analysis: A Case Study of Australian Aboriginal Vocational StudentsChapter 10. Tatiana Bogachenko & Rhonda Oliver: The Potential use of TBLT in Post-Soviet Society: Case Studies from UkraineChapter 11. Priscila Fabiane Farias & Raquel Carolina Souza Ferraz D`Ely: Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and PossibilitiesChapter 12. Maria Elena Solares Altamirano: Teachers’ Responses to an Online Course on Task-Based Language Teaching in MexicoSection 3: Research on Using TasksChapter 13. Masatoshi Sato: Metacognitive instruction for Collaborative Interaction: The Process and Product of Self-regulated Learning in the Chilean EFL ContextChapter 14. Mohammad Ahmadian & Abbas Mansouri: Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL ContextChapter 15. YouJin Kim, Hyejin Cho & Haoshan Ren: Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and learners’ PerceptionsChapter 16. Scott Aubrey: The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL ClassroomChapter 17. Ainara Imaz Agirre & María del Pilar García Mayo: The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative DialogueChapter 18. Justin Harris & Paul Leeming: The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese UniversityChapter 19. Rhonda Oliver & Craig Lambert: Future Directions for Research on Tasks in Second Language InstructionIndex

Task-based instruction features the integration of theory, research, and practice. However, what is missing in the literature is 'practice', that is, how to effectively implement task-based instruction by taking into account various factors at the macro and micro level. Lambert and Oliver fill a significant gap through this timely initiative.