Introduction

Task-based language teaching (TBLT) has attracted increasing attention from researchers and teacher educators since Candlin and Murphy's (1987) seminal collection of papers. This approach to language teaching – it cannot be said to constitute a distinct 'method' – has drawn extensively on research into L2 acquisition (i.e. second language acquisition (SLA)), as reflected in books by Crookes and Gass (1993), Skehan (1998a), Ellis (2003), Samuda and Bygate (2008) and Long (2015). It is worthwhile noting, however, that it is not just SLA researchers who are its advocates; teacher educators such as Prabhu (1987), Estaire and Zanon (1994), Willis (1996), Nunan (1989, 2004) and Willis and Willis (2008) have also presented a strong case for it, drawing on both their own experience of language teaching and educational theories. Samuda and Bygate (2008) make this connection with educational theory quite explicit:

They showed how TBLT, with its emphasis on purposeful and functional language use, had its origins in Dewey's (1913) views about the importance of experience, relevance and 'intelligent effort' for effective learning. Long (2015) too emphasized the compatibility of TBLT and general principles of education. There are also documented examples of the practice of TBLT, starting with Prabhu's (1987) account of the Communicational Language Teaching Project, and, more recently in books reporting case studies of TBLT (e.g. Leaver & Willis, 2004; Edwards & Willis, 2005; Van den Branden, 2006a). TBLT has progressed well beyond theory into actual practice.

However, as is often the case when a 'new' approach receives the support of theorists and researchers in academe, resistance can set in.