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Task-Based Language Learning and Teaching: Theoretical, Methodological, and Pedagogical Perspectives New edition [Pehme köide]

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This volume is based on a conference session on task-based language learning and teaching at the 20th Biannual Meeting of the German Association for L2 Research (DGFF) at the University of Munich in October 2005. Though the empirical studies collected in this book vary considerably in focus, methodology and perspective, they all revolve around three central notions: «cognition», «process», and «communication / collaboration». Task-based language learning and teaching is now one of the most productive fields within the wider domain of Applied Linguistics and Second Language Acquisition Research. This volume brings together studies that have been conducted in Canada, Germany, Japan, New Zealand, and the USA. They investigate, respectively, the acquisition of L2 English, German, and Spanish in secondary and university education.
Editor's preface 8(5)
Introduction
Task-based language learning and teaching -- old wine in new bottles?
13(34)
Johannes Eckerth
Classroom-based research
What matters in TBLT -- task, teacher or team? An action research perspective from a beginning German language classroom
47(20)
Michael Schart
Focused tasks in L2 Spanish grammar learning and teaching
67(22)
Silvia Pesce
Task-based learner-learner interaction: investigating learning opportunities, learning processes, and learning outcomes
89(30)
Johannes Eckerth
Language dia-logs: consciousness-raising through collaborative reflection
119(24)
David Ishii
Peer scaffolding and orientation towards the task during collaborative WebQuests
143(30)
Sabine Siekmann
Language and cognition
Cognitive processes in solving thinking-aloud tasks
173(30)
Paula Kruger
Task-based cognition of bilingual learners in subject-specific contexts
203(24)
Lena Heine
Task-based assessment
Constructing tasks for content and language integrated learning and assessment
227(64)
Helmut Johannes Vollmer
Communicative tasks and second language profiling: linguistic and pedagogic implications
291(20)
Jorg-U. Keßler
List of contributors 311
The Editors: Johannes Eckerth is an Assistant Professor in the Department of Applied Linguistics at Portland State University (USA). His research interests encompass SLA, L2 pedagogy, task-based language learning and teaching, language assessment, analysis of spoken and written discourse, and research methodology. Sabine Siekmann is an Assistant Professor of Linguistics at the University of Alaska, Fairbanks. Her research interests include sociocultural theory in instructed second language acquisition.