Review
Downloaded from https://academic.oup.com/eltj/advance-article-abstract/doi/10.1093/elt/ccz005/5344549 by Midwestern University user on 23 February 2019
Reflections on Task-Based Language Teaching Part I then provides a second chapter, which is a
R. Ellis reprint of Ellis (2000), and presents the cognitive and
sociocultural foundational perspectives of TBLT and
Multilingual Matters, 2018, 320 pp., £109.95, $149.95, why they (should) complement each other. Of interest
€134.95 to me was the relationship between this chapter,
isbn 9781788920131 written 19 years ago, and the way in which it flowed
naturally after the new introductory chapter. Many of
Reflections on Task-Based Language Teaching is a the theoretical constructs mentioned, as well as task
collection of nine of Rod Ellis’s seminal publications design features (e.g. dialogic scaffolding, planning
on Task-Based Language Teaching (TBLT), some with time, task repetition, knowledge of subsequent public
modifications, threaded together with four new chapters task performance) are still and will always be relevant
synthesizing the reprinted chapters’ contribution to the to TBLT.
field as a whole, as well as Ellis’s thoughts on progress In Part II, ‘Researching Task-Based Teaching’, the
in TBLT and on his own professional commitment to reader is presented with three reprinted articles (all
TBLT. Upon initial inspection, one wonders if a book recent publications) and two new chapters. Starting
that presents chapters and/or past articles from 2000 out as the introductory chapter is Ellis (2013). The
through to 2018, all linked together with new chapters, is concrete examples (with illustrations) reprinted are
a feasible format that might come across as disjointed. useful as they illustrate tasks that would be ideal for,
On the contrary, the text presents a seamless reading for example, beginning-level learners whose task
experience and is arguably a valuable contribution to the outcome does not require the production of output,
profession. but rather requires the production of a drawing or
other non-linguistic responses. The next chapter, Ellis
Part I provides the introduction to the text and (2016), is a classic read on focus on form (FonF), in
outlines the history of TBLT. It is comprised of two which he explains its psycholinguistic basis and how
chapters: a new chapter on the development and it came to be a methodological principle in TBLT. The
evolution of TBLT, and then an article written by Ellis differences between FonF and focus on meaning,
in 2000 on the theoretical tenets of TBLT. In the and the cognitive variables that can moderate the
introductory chapter, Ellis explains the emergence of efficacy of FonF, such as working memory capacity,
TBLT out of the inefficacy of the structural approach are explained. Chapter 5, Ellis (2018), provides the
to language teaching. Stating that the ‘proliferation reader with a thorough review of everything that she/
of definitions’ of task is not productive (p. 12), Ellis he can do in order to set learners up to perform a
provides his own definition of a task as a workplan task to their fullest potential. Ellis dismisses the
that is comprised of four criteria: (1) a primary common dichotomy between pre-task and within-
focus on meaning, (2) a presence of a gap, (3) a task planning, and argues instead for the construct of
requirement that learners rely on their own resources, ‘task preparedness’ (p. 91). This can include factors
and (4) a clearly defined communicative outcome. related to internal readiness such as task familiarity,
A wide range of issues and developments in TBLT are external readiness factors such as differently timed
touched upon, including task complexity, technology- planning, and task repetition, to include guided and
mediated TBLT, and task-based assessment. I find non-guided repetition. The recommendations here on
great value in the conclusion of this chapter, in which distinguishing between implementation and task-
Ellis highlights some of the continued challenges in design variables are helpful.
the field, such as the extent to which TBLT should
be implemented based on psycholinguistic versus The remaining two chapters in this section are new
cultural factors in teachers’ local contexts. contributions. Chapter 6, ‘Is There a Role for Explicit
ELT Journal Page 1 of 3
© The Author(s) 2019. Published by Oxford University Press; all rights reserved.
Instruction in Task-Based Language Teaching?’, this as a dichotomy), the definition of task, the timing
debates the effects of pre-task explicit instruction of explicit language teaching around a task, how to
at different timings around a task. Ellis synthesizes sequence tasks of increasing complexity, and teacher
research on the effects of explicit instruction in the training. Chapter 10, ‘Towards a Modular Language
Downloaded from https://academic.oup.com/eltj/advance-article-abstract/doi/10.1093/elt/ccz005/5344549 by Midwestern University user on 23 February 2019
pre-task phase, in the during- or main-task phase Curriculum for Using Tasks’ (Ellis 2018), espouses a
(p. 121: I note here the updated term ‘main-task way to create a syllabus that allows for tasks alongside
phase’; in the past Ellis has most often used ‘during- a structural checklist. The recommendations here are
task phase’), and in the post-task phase, as well as fantastic for teachers who want to implement focused
delayed feedback. He also summarizes the different tasks in a task-supported context, and/or who have
types of explicit instruction that have been used in to teach, or are used to teaching, with a grammar-
this research base. Ellis concludes this chapter by focused syllabus and want to introduce tasks into their
arguing that explicit instruction does have a place in repertoire. Chapter 11 is an updated reprint of the task-
TBLT, including in the pre-task phase. I appreciated based methodology chapter from Ellis (2003). Ellis’s
this section, as I feel that the topic of explicit grammar task-based methodology model is comprised of the
teaching in the pre-task phase is a potential linchpin pre-task phase, the main-task phase, and the post-task
that unifies diverse ways of doing TBLT (e.g. task- phase. Methodological options for each of the phases
based, task-supported, and traditional contexts in are described here for teachers. Chapter 12, ‘Teachers
which a teacher might slowly be introducing tasks). Evaluating Tasks’ (Ellis 2015), explains ways to micro-
This chapter is also a good read for researchers, evaluate tasks and presents mini case studies of how
teachers, and methodologists like me whose job is teachers individually evaluated tasks. The chapter
to support and serve teachers, and I look forward to concludes with other means of evaluating tasks, such
the continued debate in the field that this chapter will as obtaining student perceptions.
spur. The final chapter of this section, Chapter 7, is a
new contribution titled ‘Measuring Second Language The final component of this book, the Conclusion,
Learners’ Oral Performance of Tasks’. This chapter is Ellis’s synthesis of the collection of chapters
caters more for the researcher audience, and concisely presented, elaborating on how teaching and
synthesizes ways in which we can assess learners’ research have developed in TBLT. Based on this,
task performance in accordance with different Ellis presents a challenge to the field by suggesting
theoretical paradigms (interaction, sociocultural, that we must stop focusing so much on theory/ies
psycholinguistic, and personal investment for task performance, and rather, move forward with
approaches). The personal investment approach, with a research agenda that is focused on supporting
discussions on engagement, engagement-as-a-state, teachers. In fact, this is a key theme throughout. In
flow, and engagement-as-a-process, was novel and his introductory chapter, he states: ‘I would like to
exciting to read about. I look forward to more research propose that researchers should focus more on the
in this area; Ellis’s summary of the limitations of this implementation of tasks in actual classrooms rather
approach are elucidatory as more researchers explore than on the design of tasks in carefully controlled
these variables. experiments’ (p. xii). These avenues for future
research include how to best support teachers,
TBLT in real classrooms, and how to design teacher-
Part III, ‘Task-Based Language Pedagogy’, presents training programs. I could not agree more with this
five key reprinted works, some with minor plea. Many other researchers have called for this
modifications and updates. In the brief introduction same focus in the field, and I think this emphasis
to this section, I appreciate how Ellis compares the says a great deal about the shared preoccupations of
ways in which his views on TBLT overlap with, and SLA researchers.
deviate from, the work and recommendations of
TBLT expert Mike Long. It is helpful to see where they To summarize, this text can serve as a great
differ on the roles of needs analyses, a priori explicit introductory reader for a course on TBLT, or as a
instruction, and even consciousness-raising tasks resource for graduate students, teachers, language
in TBLT. Chapter 8, ‘Task-Based Language Teaching: program directors, and anyone looking to have a
Sorting Out the Misunderstandings’ (Ellis 2009), is a better understanding of TBLT. It does not provide
classic reprint and a critical read in both my general anything new, but does serve as a key reader of
and specialist TBLT courses. Chapter 9, ‘Moving essential publications in the field of TBLT. If I had
task-Based Language Teaching Forward’ (Ellis 2017). to highlight any limitation, it would be the lack
judiciously discusses real problems that TBLT faces. of detail on other perspectives, such as others’
These include task-based versus task-supported definitions of tasks, and different models for task-
language teaching (although I personally do not view based methodology. There is value in having others’
Page 2 of 3 Review
perspectives, and I wonder if this volume would Ellis, R. 2018. ‘Preparing learners to perform tasks’ in
have been stronger had it been an edited version Z. Wen and M. Ahmadian (eds.). Researching Second
of multiple scholars’ contributions. For a course on Language Task Performance and Pedagogy: Essays in
TBLT, for an understanding of the field, or for teachers Honor of Peter Skehan. Amsterdam: John Benjamins.
Downloaded from https://academic.oup.com/eltj/advance-article-abstract/doi/10.1093/elt/ccz005/5344549 by Midwestern University user on 23 February 2019
who want to learn more about TBLT and incorporate Ellis, R. 2018. ‘Towards a modular language
it into their practice, I would thus also recommend curriculum for using tasks’. Language Teaching
key readers such as Long (2015), Samuda, Van den Research.
Branden, and Bygate (2018), Van den Branden, Bygate, González-Lloret, M. 2016. A Practical Guide to
and Norris (2009), and Willis and Willis (2007). Integrating Technology into Task-Based Language
González-Lloret (2016) and González-Lloret and Teaching. Washington, DC: Georgetown University
Ortega (2014) are additional must-reads for teachers
Press.
aiming to develop language teaching tasks in the
González-Lloret, M. and L. Ortega. 2014. Technology
online environment. Ellis (2003) is also—still—a
and Tasks: Exploring Technology-Mediated TBLT.
classic reader. This current text differs in that it is
focused on Ellis’s contribution to the field over the Amsterdam: John Benjamins.
past couple of decades, providing a collection of these Long, M. H. 2015. Second Language Acquisition and
contributions in one single book, and in a way, is Task-Based Language Teaching. Chichester: Wiley
an honour to the work of one of the most esteemed Blackwell.
scholars in TBLT. Samuda, V., K. Van den Branden, and M. Bygate. 2018.
TBLT as a Researched Pedagogy. Amsterdam: John
Benjamins.
References
Van den Branden, K., M. Bygate, and J. Norris. 2009.
Ellis, R. 2000. ‘Task-based research and language
Task-Based Language Teaching: A Reader. Amsterdam:
pedagogy’. Language Teaching Research 4: 193–220.
John Benjamins.
Ellis, R. 2003. Task-Based Language Learning and
Willis, D., and J. Willis. 2007. Doing Task-Based
Teaching. Oxford: Oxford University Press.
Language Teaching. Oxford: Oxford University Press.
Ellis, R. 2009. ‘Task based language teaching: sorting
out the misunderstandings’. International Journal of
Applied Linguistics 19: 221–46. The reviewer
Ellis, R. 2013. ‘Non-reciprocal tasks, comprehension Melissa Baralt is an Associate Professor of Spanish
and second language acquisition’ in M. Bygate, Applied Linguistics at Florida International University
P. Skehan, and M. Swain (eds.). Researching Pedagogic in Miami, Florida. She does research on bilingualism
Tasks: Second Language Learning, Teaching and Testing. and second-language acquisition, and serves as a
New York: Routledge. language teacher methodologist. In 2017, she won
Ellis, R. 2015. ‘Teachers evaluating tasks’ in M. Bygate the United States Bridging the Word Gap Challenge
(ed.). Domains and Directions in the Development of for a free phone app, Háblame Bebé, which teaches
TBLT: A Decade of Plenaries from the International Hispanic parents how and why to give ‘Language
Conference. Amsterdam: John Benjamins. Nutrition’ to their infants in their heritage language,
Ellis, R. 2016. ‘Focus on form: a critical review’. and promotes caregiver pride surrounding Hispanic
Language Teaching Research 20: 405–28. bilingual identity.
Ellis, R. 2017. ‘Moving task-based language teaching Email: mbaralt@fiu.edu.
forward’. Language Teaching 50: 507–26. doi:10.1093/elt/ccz005
Review Page 3 of 3
