This question was levelled in a debate on 'task-based pedagogies for L2s' at the 1999 ECML 2011 Joint Conference at Bath University. The debate was instigated by the presentation of a paper by some of the lecturers to the previous meeting in Sydney. In their paper, Henry Hyde claimed that the task approach had proved that researchers have a problem understanding the needs of learners. The other side, represented by Elspeth Allum, Melanie Cartwright, Philip Craig and Mark Winter (although the latter two were unable to participate), challenged this position and defended the task approach. They were in agreement with the other authors that TBLT had been the most interesting pedagogic approach of the 1990s in L2 pedagogy.
This book contains seven essays by different authors on a variety of aspects of TBLT. These authors include eminent and experienced professionals in TBLT. The authors have contributed equally to this book and share the responsibility to continually update the reflections that have been collected so far. They are Stuart Einarson, Jim Hargreaves, John Hatch, Moira Hewitt, Gareth Jones, Stuart Knowles and Daniel Kowalski.
As in each chapter tentatively, the authors present the issues concerning the development of language learning and teaching in the task-based approach in a series of chapters. From the introductory chapter, the authors begin to discuss the TBLT approach. The next five chapters focus on task-based language learning from different perspectives and they make an attempt to further define the task. The sixth chapter is devoted to the presentation of a task-based lesson. Here the authors share their experiences and reflect on the lessons that they have taught. Their experiences also include the task-based teaching in literacy teaching. Finally, in the last chapter, the authors discuss several concerns that arise in the task-based approach and put forward some suggestions in order to further develop the process of language learning and teaching in the task-based approach. This book can be recommendable to teachers and learners from the classroom and from research. d2c66b5586