Listen to Mike Long answer questions about aspects of TBLT such as needs analysis, Jane Willis and Rod Ellis’s versions of TBLT, and explicit vs implicit focus on form. Apologies for a little distortion in the recording at times—this was due to an unstable internet connection—but we think everything is clear enough. A full copy of the file is available in the materials section. As ever, this is not to be broadcast or shared anywhere without our permission.
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?
|2a. What are your views on the Willis's version of TBLT?
|2b. Is it of any value to do a post-task activity such as Jane Willis recommends?
|3. Could you tell us your opinion of Rod Ellis's hybrid version of TBLT?
|4a. Can you talk us through the difference between implicit and explicit focus on form?
|4b. You seem to characterise explicit focus on form as a last resort. Is that a fair assumption?
|5. There's an argument that TBLT can't work with lower levels. How would you respond to that?
|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?*
*His full name is not mentioned, but this criticism was made by Marek Kiczkowiak of TEFL Equity Advocates.