Speaker
Abstract section 5: References
Ellis, R. (2018). Reflections on task-based language teaching. Multilingual Matters.
Lambert, C. (2023). Referential task design. Routledge.
Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.
Abstract section 1: Relevance
Task-Based Language Teaching (TBLT) is often critiqued in EFL contexts for producing "pedagogic tasks" that lack authenticity or urgency (Ellis, 2018). While standard communicative activities rely on information gaps, this method introduces reasoning gaps, where learners must negotiate meaning under conflicting constraints to achieve a mission. This session connects TBLT theory with specialized ESP practices. By shifting the focus from linguistic accuracy to mission success, teachers can foster higher levels of engagement to bridge the gap between classroom drills and professional communicative competence (Ellis, 2018, Lambert, 2023, Long 2015).
Abstract section 2: Contribution/research questions
This practice-oriented presentation provides L2 instructors with a framework for designing high-stakes communicative tasks. By adapting specialized defense-industry language training for the general university classroom, the session demonstrates how to increase "task-essential" language production. The purpose is to move beyond rote interaction toward "mission-first" learning, where students must use the target language as a tool to solve complex, multifaceted problems.
Abstract section 4: Outcomes/results
Participants will gain a deep understanding of the distinction between information, reasoning, and opinion gaps in TBLT. They will learn how to introduce "friction"—such as resource scarcity or conflicting intelligence—to stimulate authentic negotiation of meaning. Attendees will leave with a template for creating mission scenarios that are scalable for various proficiency levels, along with a "Language Functional Toolkit" handout of phrases for high-stakes negotiation. Ultimately, teachers will learn how to shift student focus from the fear of making mistakes to the necessity of achieving a successful communicative outcome.
Abstract section 3: Content/method
The session begins with a brief contrast between "pedagogic tasks" and "target missions." This is followed by a 10-minute interactive "helicopter evacuation" simulation, where participants experience a high-pressure reasoning gap firsthand. The presenter then introduces the "Mission Design Checklist," demonstrating how to "upgrade" a standard travel-themed textbook unit into a crisis-response scenario. Finally, participants work in small groups to redesign a standard communicative activity from their own current curriculum.
| Title | Beyond the Gap: High-Stakes TBLT Scenarios |
|---|---|
| Teaching Context | College and university education |