The DOI matches its Crossref record.
Task-based Language Learning and Teaching
Abstract
This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.
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In the citing paper
“The Ellis (2003) model is the simplest and most adaptable for teachers, and involves three optional phases: the pre-task phase, the during-task phase, and the post-task phase.”
From Task-based language teaching online: A guide for teachers (2017) · cites this paper as Ellis, 2003
In the citing paper
“There are three models for task-based methodology (i.e., Ellis, 2003;Nunan, 2004;Willis, 1996Willis, , 2012)).”
From Task-based language teaching online: A guide for teachers (2017) · cites this paper as Ellis, 2003
In the citing paper
“While Ellis (2003) also suggests that grammar teaching is best reserved for the post-task phase, in his model, grammar teaching as a means of focus on form can take place in any of the phases.”
From Task-based language teaching online: A guide for teachers (2017) · cites this paper as Ellis, 2003
In the citing paper
“In Ellis (2003), however, I argued that focused tasks have a place in both a language programme and in research designed to inform pedagogy.”
From Position paper: Moving task-based language teaching forward (2017) · cites this paper as Ellis (2003)
In the citing paper
“but much of the rationale for tasks is based on the interaction approach (Bygate, Skehan & Swain 2001;Ellis 2003;Long 2016;Ellis 2017b;Kim 2017).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Ellis 2003
In the citing paper
“The ways in which information is distributed among learners, and the ways in which they must exchange information can impact learner interaction (Doughty & Pica 1986;Foster & Skehan 1996;Ellis 2003;Pica et al. 2006;Gilabert, Barón & Llanes 2009).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Ellis 2003
In the citing paper
“Ellis (2003) separates focused tasks into three types: structure-based production, comprehension tasks, and consciousness-raising tasks, among which structure-based production pertains to interaction.”
From Interaction and instructed second language acquisition (2018) · cites this paper as Ellis 2003
In the citing paper
“The role of linguistic structures during interaction varies, with some tasks allowing interlocutors to target linguistic structures incidentally, while other tasks attempt to draw learners' attention to specific forms (Ellis 2003).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Ellis 2003
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Metadata
- Authors
- Ellis, R.
- Corresponding author
- Ellis, Rod
- ORCID
- Ellis, Rod
- Venue
- Asian Journal of English Language Teaching
- Published
- 2003-11-13
- ISSN
- 1026-2652 (ISSN-L)
- 2333-7192
- OpenAlex
- W653288160
- Cited by
- 3,601
- References
- 0
- Citations by year
- 2026: 127 · 2025: 133 · 2024: 132 · 2023: 152 · 2022: 176 · 2021: 211 · 2020: 211 · 2019: 222 · 2018: 193 · 2017: 217 · 2016: 218 · 2015: 258 · 2014: 240 · 2013: 187 · 2012: 238
- FWCI
- 351.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Asian Journal of English Language Teaching (publishedVersion)
- Virtual Defense Library (Ministerio de Defensa) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- task-based language teaching, task-based language learning, language teaching, second language acquisition, language assessment, research-practice relationship
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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