1. Task-Based Language Teaching Rod Ellis University of Auckland

3. Task-Based Teaching Fluency (i.e. focus on message conveyance) Type B (i.e. a series of message-focused tasks) Ability to communicate Methodology Content Goal

22. Swan’s Critique of TBLT TBLT does not claim this is the only way Response Critique Assumption

23. Swan’s Critique of TBLT Agreed. TBLT serves as an approach for developing all aspects of an L2. Learning another language is as much about learning vocabulary as grammar TBLT prioritizes the acquisition of grammar. Incidental attention to form is extensive; some of it hits and some of misses. Enough hits to make it effective for acquisition. The evidence for developmental sequences is limited; if they do exist they also nullify incidental focus on form The existence of developmental sequences makes a structural syllabus unworkable. TBLT is not dependent on conscious noticing; it caters to both conscious and unconscious learning. Not all acquisition involves conscious attention to form. Conscious noticing of form is necessary for acquisition. It is not the only way; but it is the most efficient way to develop the implicit knowledge needed for fluent communicative use. There is no evidence to show that this is the only way acquisition takes place. Acquisition takes place on-line during communication, Response Swan’s Critique Assumption

27. Pedagogic Problems and Solutions Use small group work; allow planning time; learner training 2. Students unwilling to speak English in class. Devise activities that develop ability to communicate gradually. 1. Students lack proficiency to communicate in the L2 Solution Problem

28. Problems with the Educational System and Solutions Use small group work; develop tasks suited to large classes. 3. Large classes Develop new more communicative exams 2. Examination system Review philosophy of education. 1. Emphasis on ‘knowledge’ learning Solutions Problems