Task Based Language Teaching in Foreign Language Contexts

This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts.

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Author: Ali Shehadeh

Publisher: John Benjamins Publishing

ISBN: 9789027207234

Category: Foreign Language Study

Page: 364

View: 486

This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.

Task based learning and teaching in young learners EFL classrooms

This term paper has its focus on the implementation of task-based learning and teaching in EFL classrooms and the way task-based activities can be designed especially for young learners.

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Author: Kevin Salzmann

Publisher: GRIN Verlag

ISBN: 9783656648307

Category: Foreign Language Study

Page: 16

View: 679

Seminar paper from the year 2013 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Kassel (Institut für Fremdsprachenlehr- und Lernforschung), course: Task-based learning in the EFL classroom, language: English, abstract: In modern second language teaching the role of task-based learning has become a very important aspect. Due to the fact that very often exercises in EFL classrooms have no clear connection to real world situations, researchers and modern English teachers try to put emphasis on tasks which help learners to use the target language effectively in different situations outside the classroom. This term paper has its focus on the implementation of task-based learning and teaching in EFL classrooms and the way task-based activities can be designed especially for young learners. Based on the fact that motivation plays an important role in language learning, it is also necessary to concentrate on possibilities to make the English language attractive for young learners and to help them realizing that through task-based learning activities they can learn something which can be transfered to real life situations. Therefore, I would like to give a brief overview about task-based learning in general and the way it provides effective language learning with the help of motivational tasks in order to show that in-class language practice does not necessarily have to be an artificial situation. With a focus on young learners, I would like to concentrate on the question how to implement a task-based writing activity which supports creativity and active second language use.

Task Based Language Learning and Teaching

Seminar paper from the year 2016 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 1,6, University of Frankfurt (Main) (England and American Studies - Didactics Department), course: Integrating Skills and Task-Based ...

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Author: Nicole Jan

Publisher: GRIN Verlag

ISBN: 9783668892705

Category: Foreign Language Study

Page: 11

View: 690

Seminar paper from the year 2016 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,6, University of Frankfurt (Main) (England and American Studies - Didactics Department), course: Integrating Skills and Task-Based Language Learning, language: English, abstract: In the following term paper, I would like to give a brief overview about task-based learning in general and the way it provides effective language learning with the help of motivational tasks in order to show that in-class language practice does not necessarily have to be an artificial situation. In modern second language teaching the role of task-based learning has become a very important topic. Due to the fact that many exercises in EFL classrooms have no clear connection to real world situations, researchers and modern English teachers try to put emphasis on tasks which help learners to use the target language effectively in different situations outside the classroom. This term paper has its focus on the implementation of task-based learning and teaching in EFL classrooms and the way task-based activities can be designed. Based on the fact that motivation plays an important role in language learning, it is also necessary to concentrate on possibilities to make the English language attractive (also for young learners) and to help them realizing that through task-based learning activities they can learn something which can be transferred to real life situations. Since I did not know a lot about task-based language learning (and teaching), I was looking forward to being engaged in this topic. The most interesting and also surprising aspect that I learned was that there are so many advantages of TBL. First of all, TBL allows students to be free of language control because they use all their language resources rather than just practicing one preselected item. Furthermore, a natural context is developed from the students’ experiences with the language that is personalized and relevant to them. Another essential advantage is the more varied exposure to language with TBL since they will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. An important aspect of TBL is that the language explored arises from the students’ needs. It is no more the decision made by the teacher or the coursebook. Lastly, the most important advantage in my opinion is the strong communicative approach because students spend a lot of time communicating. I am sure that TBL is enjoyable and motivating for students as well as for teachers.

Doing Task Based Teaching Oxford Handbooks for Language Teachers

This book explains the basic principles behind task-based learning and teaching and gives practical examples of how to make it work in different teaching situations.

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Author: Jane Willis

Publisher: Oxford University Press

ISBN: 9780194342698

Category: Study Aids

Page: 294

View: 819

Task-based teaching has created enormous interest among teachers in recent years. But how does the idea of designing tasks (e.g. discussions, problems, games) that encourage learners to use real language work in practice? This book explains the basic principles behind task-based learning and teaching and gives practical examples of how to make it work in different teaching situations.

Foundational Principles of Task Based Language Teaching

The Open Access version of this book will be available soon. This book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning.

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Author: Martin East

Publisher: Routledge

ISBN: 9781000398441

Category: Education

Page: 214

View: 775

This book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning. Based on the premise that language learners can enhance their second language acquisition (SLA) through engagement in communicative tasks that compel them to use language for themselves, TBLT stands in contrast to more traditional approaches. Accessible and comprehensive, this book provides a foundational overview of the principles and practice of TBLT and demystifies what TBLT looks like in the classroom. Complete with questions for reflection, pedagogical extensions for application in real classrooms and further reading suggestions in every chapter, this valuable and informative text is vital for anyone interested in TBLT, whether as students, researchers or teachers.

Task Based Instruction in Foreign Language Education

This book covers TBI syllabus and program design and is based on actual classroom experience. Any one of the courses or programs discussed can serve as models for others.

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Author: Betty Lou Leaver

Publisher: Georgetown University Press

ISBN: 1589014197

Category: Language Arts & Disciplines

Page: 344

View: 911

Task-based language instruction has proven to be highly effective, but surprisingly underutilized. Theory can only go so far and hands-on experience can greatly speed and enhance the learning of a second language. Nineteen talented instructors who have successfully implemented task-based programs explain the principles behind the programs, discuss how problems were resolved, and share details on class activities and program design. Each chapter takes the reader through the different stages in designing and setting up such programs, adjusting them, and appraising and testing them in normal classroom conditions. This book covers TBI syllabus and program design and is based on actual classroom experience. Any one of the courses or programs discussed can serve as models for others. Many of the contributors are highly respected practitioners who are presenting their programs for the first time, while others are regular participants in today's ongoing dialogue about teaching methods. Full of concrete, adaptable models of task-based language teaching drawn from a number of countries and eleven different languages—including Arabic, Chinese, Czech, English, French, German, Korean, Spanish, and Ukrainian—Task-Based Instruction in Foreign Language Education presents proven, real-world, practical courses and programs; and includes web-based activities. It demonstrates useful and practical ways to engage students far beyond what can be learned from reading textbook dialogue. TBI involves the student directly with the language being taught via cognitively engaging activities that reflect authentic and purposeful use of language, resulting in language-learning experiences that are pleasurable and effective. For all instructors seeking to help their learners enhance their understanding and grasp of the foreign language they are learning, Task-Based Instruction in Foreign Language Education is a rich and rewarding hands-on guide to effective and transformative learning.

A Framework for Task based Learning

This is a user-friendly guide to the theory and practice of task-based learning for the classroom teacher.

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Author: Jane Willis

Publisher: Pearson P T R

ISBN: UOM:39015041356273

Category: Education

Page: 183

View: 944

This is a user-friendly guide to the theory and practice of task-based learning for the classroom teacher. The book shows how the task-based approach can be used to deal with all ages and levels, including mixed-ability classes, integrated skills and corpus work, and grammatical analysis.

Task based Language Education

This book aims to offer a unique contribution to the expanding literature on TBLT by uniting a discussion of task-based pedagogical principles with descriptions of their application to real-life education problems.

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Author: Kris van den Branden

Publisher: Ernst Klett Sprachen

ISBN: 3125395976

Category: Language and languages

Page: 284

View: 529

This book aims to offer a unique contribution to the expanding literature on TBLT by uniting a discussion of task-based pedagogical principles with descriptions of their application to real-life education problems. It provides an account of the many challenges and obstacles that the implementation of task-based language education raises and discuss the different options for overcoming them. The book contains a substantial body of new research from Flanders, where the implementation of TBLT has been a nationwide project for the past fifteen years in primary, secondary, and adult education. -- Back cover.

Teachers Exploring Tasks in English Language Teaching

Winner - British Council Innovation in English Language Teaching Award 2006 This book was written for language teachers by language teachers, with a view to encouraging readers to use more tasks in their lessons, and to explore for ...

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Author: Jane Willis

Publisher: Springer

ISBN: 9780230522961

Category: Education

Page: 298

View: 717

Winner - British Council Innovation in English Language Teaching Award 2006 This book was written for language teachers by language teachers, with a view to encouraging readers to use more tasks in their lessons, and to explore for themselves various aspects of task-based teaching and learning. It gives insights into ways in which tasks can be designed, adapted and implemented in a range of teaching contexts and illustrates ways in which tasks and task-based learning can be investigated as a research activity. Practising language teachers and student professionals on MA TESOL/Applied Linguistics courses will find this a rich resource of varied experience in the classroom and a stimulus to their own qualitative studies.

Task based Language Learning and Teaching

A very different approach to task - based teaching is that embodied in the ... He devised a series of meaning - focused activities consisting of pre - tasks ...

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Author: Rod Ellis

Publisher: Oxford University Press

ISBN: 0194421597

Category: Foreign Language Study

Page: 387

View: 582

This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.

Task Based Language Teaching

"A comprehensively revised edition of Designing tasks for the communicative classroom"--Cover.

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Author: David Nunan

Publisher: Cambridge University Press

ISBN: 9780521840170

Category: Foreign Language Study

Page: 222

View: 198

While Designing Tasks underpins this new title, the material has been thoroughly updated and includes four new chapters.

Task Based Language Learning and Teaching with Technology

This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning.

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Author: Michael Thomas

Publisher: Bloomsbury Publishing

ISBN: 9781441138743

Category: Language Arts & Disciplines

Page: 272

View: 834

This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices.The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practioners and researchers in applied linguistics, second language acquisition and education studies.

Contemporary Task Based Language Teaching in Asia

This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards.

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Author: Michael Thomas

Publisher: Bloomsbury Publishing

ISBN: 9781472572226

Category: Language Arts & Disciplines

Page: 368

View: 229

Over the last decade task-based approaches to language learning and teaching (TBLT) have become a global focus of increased levels of research. Governments around the world have turned to TBLT as a potential solution for curricula that lack authentic and meaningful engagement with language learning and are failing to motivate students as a result. This book focuses on Asia, where this shift has been particularly in evidence. TBLT has often been implemented in top-down approaches to curriculum development, which presents a huge range of challenges at the cultural as well as the pedagogic level. Contemporary Task Based Language Teaching in Asia looks at the drivers, stakeholders and obstacles across the region. Some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards. The chapters cover all aspects of language education across Asia, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels.

Task Based Learning A Complete Guide 2020 Edition

You will receive the following contents with New and Updated specific criteria: - The latest quick edition of the book in PDF - The latest complete edition of the book in PDF, which criteria correspond to the criteria in.

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Author: Gerardus Blokdyk

Publisher: 5starcooks

ISBN: 1867411792

Category:

Page: 304

View: 528

Do you, as a leader, bounce back quickly from setbacks? What are the expected Task based learning results? What are the top 3 things at the forefront of your Task based learning agendas for the next 3 years? How do you know if you are successful? Do you know what you need to know about Task based learning? This premium Task Based Learning self-assessment will make you the accepted Task Based Learning domain veteran by revealing just what you need to know to be fluent and ready for any Task Based Learning challenge. How do I reduce the effort in the Task Based Learning work to be done to get problems solved? How can I ensure that plans of action include every Task Based Learning task and that every Task Based Learning outcome is in place? How will I save time investigating strategic and tactical options and ensuring Task Based Learning costs are low? How can I deliver tailored Task Based Learning advice instantly with structured going-forward plans? There's no better guide through these mind-expanding questions than acclaimed best-selling author Gerard Blokdyk. Blokdyk ensures all Task Based Learning essentials are covered, from every angle: the Task Based Learning self-assessment shows succinctly and clearly that what needs to be clarified to organize the required activities and processes so that Task Based Learning outcomes are achieved. Contains extensive criteria grounded in past and current successful projects and activities by experienced Task Based Learning practitioners. Their mastery, combined with the easy elegance of the self-assessment, provides its superior value to you in knowing how to ensure the outcome of any efforts in Task Based Learning are maximized with professional results. Your purchase includes access details to the Task Based Learning self-assessment dashboard download which gives you your dynamically prioritized projects-ready tool and shows you exactly what to do next. Your exclusive instant access details can be found in your book. You will receive the following contents with New and Updated specific criteria: - The latest quick edition of the book in PDF - The latest complete edition of the book in PDF, which criteria correspond to the criteria in... - The Self-Assessment Excel Dashboard - Example pre-filled Self-Assessment Excel Dashboard to get familiar with results generation - In-depth and specific Task Based Learning Checklists - Project management checklists and templates to assist with implementation INCLUDES LIFETIME SELF ASSESSMENT UPDATES Every self assessment comes with Lifetime Updates and Lifetime Free Updated Books. Lifetime Updates is an industry-first feature which allows you to receive verified self assessment updates, ensuring you always have the most accurate information at your fingertips.

Task Based Teaching of Reported Speech

Reported Speech is used when a sentence is reconstructed. However, the reported sentence has some differences from the original sentence, for example the tense and the pronouns.

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Author:

Publisher: GRIN Verlag

ISBN: 9783346426192

Category: Foreign Language Study

Page: 24

View: 936

Seminar paper from the year 2018 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 2,3, University of Koblenz-Landau (Anglistik), course: Didactic Perspectives on Linguistics, language: English, abstract: In this paper, it is argued that task-based language teaching is a suitable teaching method for explaining the English grammar of reported speech to foreign learners. Reported Speech is used when a sentence is reconstructed. However, the reported sentence has some differences from the original sentence, for example the tense and the pronouns. Cognitive Grammar aspects, integrated into TBLT, help learners understand the meaning behind the tense backshift and the other differences and allows them to apply this form correctly.

A Practical Guide to a Task based Curriculum

Objectives To define “tasks” and “task-based learning”; To explore the rationale ... Broadly speaking, a “task” is “any activity that learners engage in to ...

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Author: Icy LEE

Publisher: City University of HK Press

ISBN: 9789629371357

Category: Education

Page: 196

View: 916

This book aims to support and empower frontline ELT teachers in implementing a task-based approach systematically without losing sight of the importance of grammar teaching within the framework of tasks. Useful examples are provided to illustrate how grammar teaching can be conducted through meaningful tasks in authentic contexts. The importance of viewing assessment as an integral part of the learning, teaching and assessment cycle is also discussed with practical suggestions on developing assessment tasks and assessment assessment criteria provided. Published by City University of Hong Kong Press. 香港城市大學出版社出版。

A Practical Guide to Integrating Technology into Task Based Language Teaching

This practical guide shows teachers how to successfully incorporate technology into TBLT in the classroom and to develop technology-mediated materials.

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Author: Marta González-Lloret

Publisher: Georgetown University Press

ISBN: 9781626163287

Category: Language Arts & Disciplines

Page: 96

View: 774

However exciting new technologies and educational tools may seem, they can become solely for entertainment unless their design, use, and evaluation are guided by principles of education and language development. Task-based Language Teaching (TBLT) provides an excellent approach for teachers who want to realize the potential of technology to engage learners and improve language learning inside and outside the classroom. This practical guide shows teachers how to successfully incorporate technology into TBLT in the classroom and to develop technology-mediated materials. Whether the goal is to conduct a needs analysis, to develop classroom or homework materials, or to implement a new approach of student assessment, A Practical Guide to Integrating Technology into Task-Based Language Teaching will be a welcome resource for language teachers at all levels. Designed for use in the classroom as well as for independent study, the book includes reflective questions, activities, and further reading at the end of each chapter. Examples of units in Chinese, Spanish, ESL, and the hospitality industry are provided. Georgetown Digital Shorts—longer than an article, shorter than a book—deliver timely works of peer-reviewed scholarship for a fast-paced world. They present new ideas and original content that are easily digestable for students, scholars, and general readers.

Using New Media in the Task Based German Conversation Classroom

The main purpose of this study is to demonstrate how new audiovisual media, such as YouTube, can be effectively combined with task-based teaching approaches for communicative language teaching at the advanced level.

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Author: Rene Fassbender

Publisher: Universal-Publishers

ISBN: 9781599427126

Category:

Page:

View: 355

The main purpose of this study is to demonstrate how new audiovisual media, such as YouTube, can be effectively combined with task-based teaching approaches for communicative language teaching at the advanced level. Based on an examination of prior research, this study generates a set of criteria which are essential to the development of task-based units that utilize authentic video material to increase students' cultural awareness and communicative skills. The proposed sample units serve as models for instructors to use the presented criteria for the creation of further language activities and units that will effectively incorporate new media and task-based teaching within an engaging, student-centered learning environment.

Communicativeness of Activities in Efl Primary School Classrooms in Nanhai Guangdong China

This dissertation, "Communicativeness of Activities in EFL Primary School Classrooms in Nanhai Guangdong, China: Teachers' Interpretations of Task-based Language Teaching" by Chunrao, Deng, 邓春娆, was obtained from The University of ...

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Author: Chunrao Deng

Publisher: Open Dissertation Press

ISBN: 1361272198

Category:

Page:

View: 201

This dissertation, "Communicativeness of Activities in EFL Primary School Classrooms in Nanhai Guangdong, China: Teachers' Interpretations of Task-based Language Teaching" by Chunrao, Deng, 邓春娆, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Task-based language teaching has a high profile within contemporary ELT. There are, however, few empirical studies of how teachers actually implement tasks in Chinese primary school contexts. This study aims to fill this gap by exploring how four teachers in two primary schools in Nanhai, Guangdong implement communicative activities in a top-down national innovation. This study involves three areas of investigation. The first area describes classroom practice. A particular focus is on activity types and the degree of communicativeness of activities. The second area analyzes how the practice reflects the general understanding of task-based pedagogy: the extent to which classroom activities are congruent with features of task? The third area concerns factors influencing communicativeness of lessons. Extensive data are drawn over a period of an academic year with four selected teachers (Betty, Rose, Paul and Jane). A total of 55 observations were conducted. Methods of documenting classroom data include a quantitative instrument based on COLT observation scheme (Communicative Orientation of Language Teaching) and qualitative field notes. The tool used to analyze the degree of communicativeness is derived from a well-recognized framework proposed by Littlewood. 64 semi-structured interviews were conducted to gauge participants' perception of task-based teaching. Teachers, school principals and focused-group students were interviewed. The main findings are as follows. It is found that Betty and Rose use mainly focus-on-forms activities, Paul uses meaning-form-focused and Jane meaning-focused activities, suggesting, respectively, a low, medium and medium-high degree of communicativeness. Further analysis of activity features indicates that Betty and Rose's teaching are teacher-centered, decontextualized and without a clear communicative goal and outcome, and thus not congruent with task features. Paul's activities share features of non-communicative teaching and TBLT. Paul tried to integrate some communicative elements in his approach, although the majority of Paul's activities still focus on the practice of language form. Jane's activities, message-focused, student-centered and contextualized, reflect general features of tasks. Three sets of contextual and participant factors are found to influence TBLT implementation in the two case schools: 1) contextual, 2) teacher factors and 3) those related to pedagogical practice, including planning and instructional factors. The significance of this study is threefold. Firstly, I propose an adapted version of Littlewood's communicative framework. This version contributes to the existing literature as it is a useful tool to analyze communicativeness of classroom activities in school context. Secondly, this study extends our knowledge of the kind of factors that influence TBLT implementation. Lastly, this study adds insights into character teachers cope with changes in the new English curriculum and the kind of classroom activities in Nanhai primary schools. It is hoped that these findings carry some resonances i