Task based Language Learning and Teaching

This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field.

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Author: Rod Ellis

Publisher: Oxford University Press

ISBN: 0194421597

Category: Foreign Language Study

Page: 387

View: 972

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 Learning and Teaching and Students Use of the Mother Tongue

Seminar paper from the year 2011 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Bamberg (Lehrstuhl für Didaktik der englischen Sprache und Literatur), course: Task based language learning and ...

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Author: Anja Hilsenbeck

Publisher: GRIN Verlag

ISBN: 9783640895779

Category: Discourse analysis

Page: 32

View: 338

Seminar paper from the year 2011 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Bamberg (Lehrstuhl fur Didaktik der englischen Sprache und Literatur), course: Task based language learning and teaching, language: English, abstract: Although it is undisputable that task-based language learning and teaching seems to be an interesting and varied methodology regarding language classrooms, there may arise some difficulties when trying to implement this approach. One of the most challenging issues within task-based approaches is considered to be the students' use of the mother tongue. This term paper aims to examine how to deal with mother tongue use in a task-based classroom, how to encourage target language use and finally, how mother tongue use is compatible with task-based approaches"

Second Language Acquisition and Task Based Language Teaching

This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully.

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Author: Mike Long

Publisher: John Wiley & Sons

ISBN: 9781118882214

Category: Language Arts & Disciplines

Page: 456

View: 691

This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning

Recent Perspectives on Task Based Language Learning and Teaching

This edited volume, with four sections of three chapters each, views tasks and Task-based Language Teaching (TBLT) from four distinct (but complementary) vantage points.

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Author: Mohammad Ahmadian

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 9781501503399

Category: Language Arts & Disciplines

Page: 299

View: 465

The last three decades have witnessed a growth of interest in research on tasks from various perspectives and numerous books and collections of articles have been published focusing on the notion of task and its utility in different contexts. Nevertheless, what is lacking is a multi-faceted examination of tasks from different important perspectives. This edited volume, with four sections of three chapters each, views tasks and Task-based Language Teaching (TBLT) from four distinct (but complementary) vantage points. In the first section, all chapters view tasks from a cognitive-interactionist angle with each addressing one key facet of either cognition or interaction (or both) in different contexts (CALL and EFL/ESL). Section two hinges on the idea that language teaching and learning is perhaps best conceptualized, understood, and investigated within a complexity theory framework which accounts for the dynamicity and interrelatedness of the variables involved. Viewing TBLT from a sociocultural lens is what connects the chapters included in the third section. Finally, the fourth section views TBLT from pedagogical and curricular vantage points.

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: 983

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: 671

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.

Task Based Language Learning

This volume contains papers addressing issues in task-based research into second language learning which are essential to informed pedagogic decision-making about how best to achieve this aim.

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Author: Peter Robinson

Publisher: John Wiley & Sons

ISBN: 9781444350234

Category: Language Arts & Disciplines

Page: 230

View: 182

Includes bibliographical references and index.

Task based Language Teaching

This volume presents a collection of 20 reprinted articles and chapters representative of work that appeared during that period.

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Author: Kris van den Branden

Publisher:

ISBN: 9027207178

Category: Language Arts & Disciplines

Page: 512

View: 563

This text presents a collection of 20 reprinted articles and chapters re

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: 172

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.

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: 739

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 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: 308

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.

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: 573

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.

Reflections on Task Based Language Teaching

This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues.

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Author: Dr. Rod Ellis

Publisher: Multilingual Matters

ISBN: 9781788920155

Category: Language Arts & Disciplines

Page: 309

View: 348

Task-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.

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:

ISBN: 0367484005

Category: Language and languages

Page: 198

View: 813

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 Language Teaching from the Teachers Perspective

This book will be of genuine interest to all those who wish to understand more about TBLT innovation, and the opportunities and challenges it brings.

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Author: Martin East

Publisher: John Benjamins Publishing

ISBN: 9789027281821

Category: Language Arts & Disciplines

Page: 259

View: 745

Task-based language teaching (TBLT) is being encouraged as part of a major overhaul of the entire school languages curriculum in New Zealand. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particular local context, provides a valuable sourcebook of teacher stories that have relevance for a wide range of people working in a diverse range of contexts. This book will be of genuine interest to all those who wish to understand more about TBLT innovation, and the opportunities and challenges it brings.

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: 939

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.

Domains and Directions in the Development of TBLT

This volume brings together contemporary position statements and research reviews which were originally presented as Plenary Addresses to the Biennial International Conference on Task-Based Language Teaching, between 2005 and 2013.

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Author: Martin Bygate

Publisher: John Benjamins Publishing Company

ISBN: 9789027267825

Category: Foreign Language Study

Page: 325

View: 986

This volume brings together contemporary position statements and research reviews which were originally presented as Plenary Addresses to the Biennial International Conference on Task-Based Language Teaching, between 2005 and 2013. It thus assembles up-to-date reflections, critiques, and recommendations from influential researchers working within the TBLT paradigm over the last 30 years, thereby also highlighting most of the major theoretical perspectives so far developed. While the plenarists structured their chapters around their original presentations, they have been invited to update their thinking as they feel appropriate and in response to recent developments in the field. The collection thus offers representative and accessible coverage of a range of approaches to the overall philosophy of TBLT, to the relationship between TBLT and the study of second language acquisition, and to the development and implementation of TBLT as a comprehensive approach to language education, curriculum, and pedagogy.

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: 574

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.

Tasks in Action

All the chapters in this book are based on papers that were presented during the first International Conference on Task-Based Language Teaching, which was organised in Leuven in September 2005 by the Centre for Language and Education of the ...

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Author: Kris Van den Branden

Publisher: Cambridge Scholars Publishing

ISBN: 9781443815246

Category: Education

Page: 305

View: 528

Task-based Language Teaching (TBLT) has been gaining momentum around the world during the past twenty years. However, particularly lacking in the body of available publications on TBLT is empirical evidence of the actual activity, interaction and learning processes that tasks give rise to in real classrooms. This volume compiles a number of studies that describe what learners and teachers, in various educational contexts, actually do when they are asked to perform tasks as part of their regular classroom activity. As such, the volume provides valuable new insights into the implementation of task-based language teaching and vividly illustrates how classroom practice can inform future theory-building and research on TBLT. All the chapters in this book are based on papers that were presented during the first International Conference on Task-Based Language Teaching, which was organised in Leuven in September 2005 by the Centre for Language and Education of the Katholieke Universiteit Leuven.