Moving localized TBLT in Korea forward: Real issues and future directions

Abstract

Over the past three decades, classroom-based research that is motivated by both instructed Second Language Acquisition (SLA) and Task-Based Language Teaching (TBLT) has given insights into using tasks in diverse instructional contexts. Second language (L2) researchers and practitioners claim the necessity of approaching TBLT from localized perspectives, rather than applying the principles of task design and implementation from a deficiency perspective (e.g., Butler, 2011; McDonough, 2015). In the current article, I focus on localized classroom-based TBLT in Korean educational contexts and discuss the current real issues and directions for future research.