Not much to do here – the key thing is to think back on all the work from the course so far. But we do have this interview with Mike Long as a starting-point, which may help you to consider further questions for the forum task. The MP3 can be downloaded from the Materials tab.
Below are the timings of the questions we asked, in case you want to listen again to a particular answer:
|1. Given limited resources, what are the absolute essentials for a teacher-led needs analysis?||0:00|
|2a. What are your views on the Willis's version of TBLT?||11:44|
|2b. Is it of any value to do a post-task activity such as Jane Willis recommends?||19:42|
|3. Could you tell us your opinion of Rod Ellis's hybrid version of TBLT?||21:21|
|4a. Can you talk us through the difference between implicit and explicit focus on form?||25:27|
|4b. You seem to characterise explicit focus on form as a last resort. Is that a fair assumption?||34:45|
|5. There's an argument that TBLT can't work with lower levels. How would you respond to that?||47:33|
|6. How do you respond to the criticism that you depend on the distinction between native and non-native speakers in your definition of authentic materials?*||50:36|
*His full name is not mentioned, but this criticism was made by Marek Kiczkowiak of TEFL Equity Advocates.
We also recommend this chapter from González-Lloret & Ortega, which, from a tech-mediated perspective, does a good job of overviewing what we’ve done so far, as well as pointing the way forward to our next module on task design. It’s a more in-depth version of the chapter by González-Lloret, ‘What is Technology-mediated TBLT?”, that we shared earlier in the course.
SLB interview with Mike Long (right-click and save to download the MP3)