Reflections on Task-Based Language Teaching

AvRod Ellis

Häftad, Engelska, 2018

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Beskrivning

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.

Produktinformation

Utgivningsdatum:2018-06-18
Mått:156 x 234 x 17 mm
Vikt:500 g
Format:Häftad
Språk:Engelska
Serie:Second Language Acquisition
Antal sidor:304
Förlag:Multilingual Matters
ISBN:9781788920124

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Mer om författaren

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.

Recensioner i media

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.

Innehållsförteckning

AcknowledgementsPrefaceSection 1: IntroductionChapter 1: A Brief History of Task-based Language Teaching and ResearchChapter 2: Task-based Research and Language PedagogySection 2: Researching Task-based TeachingChapter 3: Non-Reciprocal Tasks, Comprehension and Second Language AcquisitionChapter 4: Focus on Form: A Critical ReviewChapter 5: Preparing Learners to Perform TasksChapter 6: Is there a Role for Explicit Instruction in Task-based Language Teaching?Chapter 7: Measuring Second Language Learners’ Performance of TasksSection 3: Task-based Language PedagogyChapter 8: Task-based Language Teaching: Sorting out the MisunderstandingsChapter 9: Moving Task-based Language Teaching ForwardChapter 10: Towards a Modular CurriculumChapter 11: An Options-based Approach to doing Task-based Language TeachingChapter 12: Teachers Evaluating TasksSection 4: ConclusionChapter 13: Key Issues in Task-based Research and Pedagogy