Muutke küpsiste eelistusi

Reflections on Task-Based Language Teaching [Pehme köide]

4.00/5 (1 hinnangut Goodreads-ist)
  • Formaat: Paperback / softback, 320 pages, kõrgus x laius x paksus: 234x156x17 mm, kaal: 500 g
  • Sari: Second Language Acquisition
  • Ilmumisaeg: 18-Jun-2018
  • Kirjastus: Multilingual Matters
  • ISBN-10: 1788920120
  • ISBN-13: 9781788920124
Teised raamatud teemal:
Reflections on Task-Based Language TeachingSuurem pilt
  • Formaat: Paperback / softback, 320 pages, kõrgus x laius x paksus: 234x156x17 mm, kaal: 500 g
  • Sari: Second Language Acquisition
  • Ilmumisaeg: 18-Jun-2018
  • Kirjastus: Multilingual Matters
  • ISBN-10: 1788920120
  • ISBN-13: 9781788920124
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781788920124.html
Märksõnad:
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 authors 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.

Arvustused

Rod Ellis has written (yet another) agenda-setting book, this time charting a journey through key issues in task-based language teaching. This is a must-read for researchers committed to the pedagogic relevance of their work, and for language educators in search of a deeper understanding of task-based research and pedagogy. * Jonathan Newton, Victoria University of Wellington, New Zealand * This comprehensive yet personal book will be invaluable reading for very diverse audiences. Synthesizing a lifetime of engagement with language education and tasks, Rod Ellis proposes an options-based approach that can be flexibly adapted across geographies and masterfully re-examines the quandaries cognitive and social researchers investigate through the questions teachers ask. * Lourdes Ortega, Georgetown University, USA * This review has recommended Reflections on Task-Based Language Teaching in particular to teacher educators and to researchers. However, classroom teachers

at whatever stage of their career will find plenty to guide them in their teaching.

Chapter 5, titled Preparing learners to perform tasks, is one good example. This is a book which should sell well and which will probably give fresh ideas to classroom teachers, whether or not they are also researchers. -- Marilyn Lewis, University of Auckland, New Zealand * TESOL Theory and Praxis, Volume 4 Issue 1 * [ This book] is an honour to the work of one of the most esteemed scholars in TBLT. -- Melissa Baralt, Florida International University, USA * ELT Journal, Volume 73, Issue 2, April 2019 * [ This book] comprehensively examines the theoretical and pedagogic aspects of task-based language teaching (TBLT), one of the long-standing topics in instructed SLA, and offers insights into TBLT as an approach to second language teaching. Ellis (2003) previous book, Task-based Language Learning and Teaching, focuses on research and theories underlying TBLT. The current book complements his previous work by shedding more light on pedagogic issues related to TBLT. -- Taichi Yamashita and Long He, Iowa State University, USA * Applied Linguistics 2019: 15 *

Acknowledgements ix
Preface xi
Part 1 Introduction
1(40)
1 A Brief History of Task-based Language Teaching
3(19)
Introduction
3(1)
Background to the Emergence of TBLT
3(5)
First Proposals for TBLT
8(3)
Subsequent Developments
11(6)
Technology-mediated TBLT
17(1)
Task-based Language Assessment
18(1)
Evaluating TBLT
19(1)
Conclusion
20(2)
2 Task-based Research and Language Pedagogy
22(19)
Introduction
22(1)
Defining `Task'
23(2)
Task from a Psycholinguistic Perspective
25(8)
Task from a Sociocultural Perspective
33(3)
Tasks in Language Pedagogy
36(5)
Part 2 Researching Task-based Teaching
41(112)
3 Non-Reciprocal Tasks, Comprehension and Second Language Acquisition
45(24)
Introduction
45(2)
An Example of a Non-reciprocal Task
47(3)
Input, Interaction and Language Acquisition: The Theoretical Background
50(3)
Modified Input and Comprehension
53(3)
Modified Input and Acquisition
56(2)
Comprehension and Language Acquisition
58(2)
Qualitative Aspects of Modified Input and Acquisition
60(3)
Modified Output and Comprehension/Acquisition
63(2)
Implications for Language Teaching
65(2)
Conclusion
67(2)
4 Focus on Form
69(22)
Introduction
69(1)
Focus-on-form According to Long
69(3)
Defining Pedagogic Focus on Form
72(4)
The Psycholinguistic Dimension of Focus on Form
76(4)
The Discoursal Dimension of Focus on Form
80(2)
The Effects of Different Types of Focus on Form
82(4)
Critiques of Focus on Form
86(1)
Comparative Studies of FonF and FonFs
87(1)
Conclusion
88(3)
5 Preparing Learners to Perform Tasks
91(20)
Introduction
91(1)
Design versus Implementation Variables
92(1)
Rehearsal
92(4)
Strategic Planning
96(7)
Within-task Planning
103(2)
Other Forms of Preparation
105(1)
Conclusion: Moving Forward
106(5)
6 Is There a Role for Explicit Instruction in Task-based Language Teaching?
111(17)
Introduction
111(1)
Explicit Instruction
112(1)
Explicit Instruction in the Pre-task Phase
113(8)
Explicit Instruction in the Main-task Phase
121(2)
Explicit Instruction in the Post-task Phase
123(2)
Conclusion
125(3)
7 Measuring Second Language Learners' Oral Performance of Tasks
128(25)
Introduction
128(2)
Measurement in the Interaction Approach
130(6)
Sociocultural Theory Approach
136(3)
The Psycholinguistic Approach
139(6)
Personal Investment Approach
145(4)
Conclusion
149(4)
Part 3 Task-based Language Pedagogy
153(100)
8 Task-based Language Teaching: Sorting Out the Misunderstandings
155(22)
Introduction
155(1)
Background: Task-based Language Teaching is an `Approach' not a `Method'
156(2)
Misunderstandings about TBLT
158(1)
The Definition of a `Task'
159(1)
Semantic vs Pragmatic Meaning
160(1)
Impoverished Interaction
161(1)
Task-as-Workplan vs Task-as-Process
162(2)
Inadequate Coverage of Grammar
164(1)
Attention to Form
165(1)
Consciousness-raising Tasks
166(1)
Vocabulary and Pronunciation
167(1)
Output- vs Input-based Task-based Language Teaching
167(1)
The Role of the Teacher
168(1)
Acquisition-rich versus Acquisition-poor Environments
169(1)
`Legislation by Hypothesis'
170(2)
Problems in Implementing TBLT
172(3)
Conclusion
175(2)
9 Moving Task-based Language Teaching Forward
177(18)
Introduction
177(1)
Real Issues
177(16)
Conclusion
193(2)
10 Towards a Modular Language Curriculum for Using Tasks
195(21)
Introduction
195(1)
Two Kinds of Syllabus
195(1)
Task-supported and Task-based Language Teaching
196(4)
The Compatibility of Task-supported and Task-based Language Teaching
200(8)
Determining the Content of the Task-based and Structural Modules of the Curriculum
208(5)
Conclusion
213(3)
11 An Options-based Approach to Doing Task-based Language Teaching
216(16)
Introduction
216(1)
The Case for an Options-based Approach
216(1)
What is a `Task'?
217(3)
Pre-Task Phase Options
220(3)
Main-Task Phase Options
223(5)
Post-Task Phase Options
228(3)
Conclusion
231(1)
12 Teachers Evaluating Tasks
232(21)
Introduction
232(2)
Practitioner Research
234(1)
Micro-evaluation of Tasks
235(4)
Some Examples of Micro-evaluations
239(5)
Issues in the Micro-evaluation of Tasks
244(6)
Conclusion
250(3)
Part 4 Conclusion
253(22)
13 Key Issues in Task-based Research and Pedagogy
255(20)
Looking Back
255(1)
Researching Task-based Language Teaching
256(6)
Task-based Language Pedagogy: Questions Teachers Ask
262(8)
Teacher Education Studies
270(2)
Conclusion
272(3)
References 275(22)
Index 297
Rod Ellis is Research Professor in the School of Education, Curtin University, Australia, Emeritus Distinguished Professor, University of Auckland, New Zealand and a Visiting Professor at Shanghai International Studies University. He is also an Appointed Fellow of the Royal Society of New Zealand. He has researched and published extensively in the fields of second language acquisition, language teaching and teacher education.