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Abstract

Abstract

Michael H. Long was one of the earliest proponents of task-based language teaching, and his groundbreaking work on multiple dimensions of the proposal helped establish TBLT as a fertile locus for innovation at the intersection of research and practice. His work on TBLT over four decades led the way to robust research programs on syllabus design, needs analysis, methodological principles for teaching, pedagogic procedures including focus on form and negative feedback, task-based assessment, and program evaluation, among others. This article provides a review of some of Long’s major contributions to TBLT, addressing not only the theoretical and empirical aspects of his work but also the implementation of his ideas in practice and a few associated challenges.

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2021-12-16
2025-04-19

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  • Article Type: Research Article
Keyword(s): language education innovation; language pedagogy; language testing; needs analysis; program evaluation; second language acquisition (SLA); Task-based language teaching (TBLT)

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