Gavin Bui

The Hang Seng University of Hong Kong, Hong Kong, China

Abstract

This article critically responds to Rod Ellis’s (2024) proposal for a modular curriculum that involves Task-Based Language Teaching (TBLT) and Task-Supported Language Teaching (TSLT) without integrating them. Ellis’s work is commendable for its clear distinctions between TBLT and TSLT, providing a practical framework that helps language educators navigate the complexities of taskbased approaches. His emphasis on the importance of context-sensitive adaptations acknowledges the diverse needs of language learners and promotes flexibility in teaching practices. However, I would argue that the theoretical justification for using explicit instruction to rectify fossilised linguistic errors is insufficient. I contend that TBLT’s “focus on form” and post-task "language focus" components can effectively address these issues without resorting to TSLT. Furthermore, I highlight the lack of clarity regarding assessment methods in a dual curriculum, raising concerns about the practical challenges and potential confusion for teachers and learners. Further research is needed to explore these issues as well as the long-term impacts of Ellis’s modular curriculum on task-based second language learning in different contexts.

Keywords

Task-Based Language Teaching (TBLT), Task-Supported Language Teaching (TSLT), modular curriculum, assessment methods