Excellent summary of TBLT from Geoffrey Jordan.
TBLT stands ELT on its head doesn’t it? What’s a task, anyway? My posts on TBLT have led various people, many of them MA students, to ask me to clear up some misunderstandings. So here I offer bits and pieces from Mike Long’s 2016 article which I hope will clarify his version of TBLT. As usual, I’ve torn his well organised, well written article to shreds and, as usual, count more on his friendship than on his tolerance of academic sloppiness to forgive me for all its faults.
I haven’t put it all between quotation marks, but it’s all his work.
Long opposes coursebook-based product syllabuses.
Research has shown that L2 grammatical development does not follow an order externally imposed by a teacher or textbook. Instead, learners traverse developmental sequences, often producing utterances reflecting learner-created non-target-like rules in the process. Part of the definition of ‘developmental sequence’ in SLA is that it consists of a
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