1. Task-Based Language Teaching: Sorting Out the Misunderstandings Rod Ellis Department of Applied language Studies and Linguistics University of Auckland

15. Types of Instruction Type Primary Focus Attention to form Focus on forms Form Intensive Task-based – incidental focus on form Meaning Extensive Task-based – planned focus on form Meaning Intensive

23. Differences in TBLT approaches Characteristic Long (1996) Skehan (1998) Ellis (2003) Natural language use yes yes yes Learner-centredness yes yes Not necessarily Focus on form Yes – through corrective feedback Yes – mainly through pre-task Yes – in all phases of a TBLT lesson Tasks Yes – unfocused and focused Yes - unfocused Yes – unfocused and focused Rejection of traditional approaches Yes Yes No

30. The effects of task characteristics on complexity, accuracy, and fluency (Skehan 2001) Task characteristic Accuracy Complexity Fluency Familiarity of information No effect No effect Slightly greater Dialogic vs. monologic Greater Slightly greater Lower Degree of structure No effect No effect Greater Complexity of outcome No effect Greater No effect Transformations No effect Planned condition leads to greater No effect

49. Response Hypothesis Research The online hypothesis Online attention to form does result in learning (Mackey and Philp 1998; Mackey 1999; Leeman 2003) The noticing hypothesis Learners do pay attention to linguistic form and this can result in learning (e.g. Mackey, Gass and McDonough; Loewen 2005). The teachability hypothesis There is a substantial body of research that shows that L2 acquisition involves both an order and sequence of acquisition (e.g. Ellis 1994; Bardovi Harlig 2000) and that this cannot be easily altered through instruction (e.g. Ellis 1989).

53. Problems with the Educational System and Solutions Problems Solutions 1. Emphasis on ‘knowledge learning’ Educational philosophy needs to change 2. Examination system More communicative tests need to be developed. 3. Large classes Use group work; develop tasks suited to large classes.