Lara Bryfonski – författare

The purpose of this Element is to bridge research and classroom practice by presenting clear actionable strategies for how to design and implement pedagogic tasks from a task-based language teaching (TBLT) perspective. The Element is intended to benefit practitioners in English as a second language/foreign language (ESL, EFL) and world language classrooms as well as researchers who wish to use tasks or who wish to gain a better grasp of the interface between research and practice. We focus specifically on pedagogic tasks, which are approximations of real-world tasks that teachers can readily implement in their language classrooms. The Element is organized around a set of seven key principles that are supported by theoretical and empirical research in the field of SLA and illustrated through examples. Content covers fundamental concepts such as common task outcomes and task types, communicative gaps, task difficulty, scaffolding, focus on form, feedback, task engagement, and assessment.

The purpose of this Element is to bridge research and classroom practice by presenting clear actionable strategies for how to design and implement pedagogic tasks from a task-based language teaching (TBLT) perspective. The Element is intended to benefit practitioners in English as a second language/foreign language (ESL, EFL) and world language classrooms as well as researchers who wish to use tasks or who wish to gain a better grasp of the interface between research and practice. We focus specifically on pedagogic tasks, which are approximations of real-world tasks that teachers can readily implement in their language classrooms. The Element is organized around a set of seven key principles that are supported by theoretical and empirical research in the field of SLA and illustrated through examples. Content covers fundamental concepts such as common task outcomes and task types, communicative gaps, task difficulty, scaffolding, focus on form, feedback, task engagement, and assessment.

This user-friendly book is designed for language teachers of all levels and languages who seek to inform their classroom practices with current research findings on second language acquisition. Ideal for courses on second language learning and teaching, teacher reading groups, and professional development workshops, each chapter begins with a story of a real teaching scenario and a concise summary of what cutting-edge language teaching research says (and what it does not say) about the topic. Throughout the twenty-one chapters, the authors connect language research to the classroom, challenge misunderstandings around language pedagogy, and provide solutions. Each chapter concludes with classroom activities, and instructional strategies that can be used immediately in professional development workshops or in the classroom. Additional resources are available online to supplement the activities found in the book. Applicable across all languages and levels, this book is suitable for teachers of diverse backgrounds teaching in diverse contexts.

This user-friendly book is designed for language teachers of all levels and languages who seek to inform their classroom practices with current research findings on second language acquisition. Ideal for courses on second language learning and teaching, teacher reading groups, and professional development workshops, each chapter begins with a story of a real teaching scenario and a concise summary of what cutting-edge language teaching research says (and what it does not say) about the topic. Throughout the twenty-one chapters, the authors connect language research to the classroom, challenge misunderstandings around language pedagogy, and provide solutions. Each chapter concludes with classroom activities, and instructional strategies that can be used immediately in professional development workshops or in the classroom. Additional resources are available online to supplement the activities found in the book. Applicable across all languages and levels, this book is suitable for teachers of diverse backgrounds teaching in diverse contexts.