Abstract
Abstract
TBLT is based on the concept that undertaking communicative and interactive tasks fosters second language acquisition. Interaction is the means through which learners of an additional language (L2) can be provided with scaffolding, feedback, and instruction and is underpinned by two principal theoretical frameworks: the cognitive interactionist and the sociocultural interactionist. The primary mechanism through which classroom interactions occur in TBLT is the task itself. It is therefore important to have a clear understanding of the task construct, and how tasks are to be differentiated from other activities that might take place in the task‐oriented classroom. Building on the central task construct, it is also important for teachers to consider how tasks at different levels of complexity may be sequenced so as to maximize L2 learning. Beyond the identification of a series of tasks, teachers need to consider the kind of input that is required before tasks are undertaken (i.e., pre‐task work to set up the tasks) and after tasks have been completed (i.e., post‐task work to push L2 learning forward). It is particularly at this point that TBLT has been interpreted in a broad range of ways in light of contrasting theories about the respective roles of teachers and learners in classrooms. It is concluded that teachers should be prepared to try out different approaches (learner‐centered versus teacher‐led) and to evaluate for themselves what seems to work in their own classrooms.