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Volume 2, Issue 1
  • ISSN 2589-2053
  • E-ISSN: 2589-207x
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Abstract

Abstract

The purpose of this article is to discuss how task-based language teaching (TBLT) can work with beginner-level learners by using input-based tasks. It begins by dismissing a common critique of TBLT, namely that learners need to be taught some language before they can perform tasks, by arguing that input-based tasks make TBLT possible with beginner-level learners and that such an approach is entirely compatible with what research has shown about the early stages of L2 acquisition. A review of the research that has investigated input-based tasks follows and serves to identify key features in the design and implementation of tasks. Designing input-based tasks involves considering the choice of topic, the non-verbal devices that are central to the tasks, the pre-selection of target language, the verbal input for the task, and the task outcomes. Implementation options include task preparation, use of the learners’ first language, input modification and elaboration, focus-on-form and feedback, and task repetition.

© John Benjamins Publishing Company
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2020-03-02
2023-06-07

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Task-based language teaching for beginner-level young learners
Language Teaching for Young Learners 2, 4 (2020); https://doi.org/10.1075/ltyl.19005.ell
/content/journals/10.1075/ltyl.19005.ell
/content/journals/10.1075/ltyl.19005.ell
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  • Article Type: Research Article
Keyword(s): beginner learners; design and implementation; input-based tasks; task-based language teaching

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