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Cambridge Handbook of Task-Based Language Teaching [Kietas viršelis]

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Edited by (University of Leeds), Edited by (University of Maryland, College Park)
  • Formatas: Hardback, 710 pages, aukštis x plotis x storis: 251x176x43 mm, weight: 1390 g, Worked examples or Exercises
  • Serija: Cambridge Handbooks in Language and Linguistics
  • Išleidimo metai: 09-Dec-2021
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1108491383
  • ISBN-13: 9781108491389
Kitos knygos pagal šią temą:
Cambridge Handbook of Task-Based Language TeachingDidesnis paveikslėlis
  • Formatas: Hardback, 710 pages, aukštis x plotis x storis: 251x176x43 mm, weight: 1390 g, Worked examples or Exercises
  • Serija: Cambridge Handbooks in Language and Linguistics
  • Išleidimo metai: 09-Dec-2021
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1108491383
  • ISBN-13: 9781108491389
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781108491389.html
Raktažodžiai:
"Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This Handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world"--

Daugiau informacijos

The first comprehensive and accessible guide to the understanding and implementation of task-based language teaching.
List of Figures
xii
List of Tables
xiv
List of Contributors
xvii
Preface xxv
Michael H. Long
Mohammad J. Ahmadian
Part I The Rationale for Task-Based Language Teaching
1(52)
1 The Psycholinguistics of Task-Based Performance
3(24)
Peter Skehan
2 A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use
27(26)
Martin Bygate
Virginia Samuda
Kris Van den Branden
Part II Tasks and Needs Analysis
53(150)
3 Why Task? Task as a Unit of Analysis for Language Education
55(18)
Shoko Sasayama
4 Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
73(26)
Ellen J. Serafini
4A Developing a Task-Based Approach: A Case Study of a Teacher Working with Australian Aboriginal Students in Vocational Education and Training
99(10)
Rhonda Oliver
4B A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
109(12)
Seyma Toker
Aysenur Sagdic
4C Task-Based Language Teaching in a Japanese University: From Needs Analysis to Evaluation
121(14)
Craig Lambert
4D The Implementation of a Task-Based Spanish Language Program in Qingdao, China: A Case Study
135(16)
Melissa Baralt
Wang Fei
Zhanting Bu
Hao Chen
Jose Morcillo Gomez
Xunye Luan
5 The L in TBLT: Analyzing Target Discourse
151(22)
Michael H. Long
5A Blustery with an Occasional Downpour: An Analysis of Target Discourse in Media Weather Forecasts
173(15)
Ryo Maie
Bradford Salen
5B "I Have a Question": A Corpus-Based Analysis of Target Discourse in Office-Hour Interactions
188(15)
Aysenur Sagdic
Derek Reagan
Part III The Task Syllabus and Materials
203(100)
6 The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model: An Instructional Design Theory of Pedagogic Task Sequencing
205(21)
Peter Robinson
7 From Needs Analysis to Task Selection, Design, and Sequencing
226(24)
Roger Gilabert
Aleksandra Malicka
7A Task-Based Telecollaborative Exchanges between US and Italian Students: A Case Study in Program Design and Implementation
250(12)
Elena Nuzzo
Diego Cortes Velasquez
8 Exploring the Nuts and Bolts of Task Design
262(28)
Virginia Samuda
Martin Bygate
8A Designing Pedagogic Tasks for Refugees Learning English to Enter Universities in the Netherlands
290(13)
Seyit Omer Gok
Marije Michel
Part IV Methodology and Pedagogy
303(92)
9 A Psycholinguistically Motivated Methodology for Task-Based Language Teaching
305(21)
Gisela Granena
Yucel Yilmaz
10 Technology-Mediated Task-Based Language Teaching
326(20)
Marta Gonzdlez-Lloret
Nicole Ziegler
10A Delivering Task-Based Language Teaching at Scale: A Case Study of a Needs-Based, Technology-Mediated Workplace English Program
346(13)
Katharine B. Melson
10B Task-Based Language Teaching and Indigenous Language Revitalisation
359(15)
Katherine J. Riestenberg
Ari Sherris
10C Task-Based Simulations for Diplomatic Security Agents
374(21)
Catherine J. Doughty
Emilio Pascal
Part V Task-Based Language Teaching with School-Age Children
395(50)
11 Child Interaction in Task-Supported EFL/CLIL Contexts
397(19)
Maria del Pilar Garcia Mayo
11A Tasks for Children: Using Mainstream Content to Learn a Language
416(16)
Rhonda Oliver
Masatoshi Sato
11B A Case Study of a Task-Based Approach for School-Age Learners in China
432(13)
Yafu Gong
Peter Skehan
Part VI The Teacher in Task-Based Language Teaching
445(60)
12 Teacher Preparation and Support for Task-Based Language Teaching
447(16)
Martin East
12A Connecting Teacher Training to Task-Based Language Teaching Implementation: A Case Study of Preservice Teachers in Honduran Bilingual Schools
463(15)
Lara Bryfonski
12B Training for Tasks the Cooperative Way: An Online Tutored Task-Based Language Teaching Course for Teachers, Managers and Course Designers
478(27)
Neil McMillan
Geoff Jordan
Part VII Task-Based Assessment and Program Evaluation
505(98)
13 Task-Based Language Assessment
507(22)
John M. Norris
Martin East
14 Evaluating Task-Based Language Programs
529(20)
John M. Norris
John McE. Davis
14A Comparing the Effectiveness of Task-Based Language Teaching and Presentation-Practice-Production on Second Language Grammar Learning: A Pilot Study with Chinese Students of Italian as a Second Language
549(17)
Earia Bono
14B Examining High-School Learners' Experience of Task Motivation and Difficulty in a Two-Week Spanish Immersion Camp
566(19)
Laura Gurzynski-Weiss
Lindsay Giacomino
Dylan Jarrett
14C Designing a Classroom-Based Task-Based Language Assessment Framework for Primary Schools: Blurring the Lines between Teaching, Learning, and Assessment
585(18)
Koen Van Gorp
Part VIII Research Needs and Future Prospects
603(68)
15 Methodological Approaches to Investigating Task-Based Language Teaching: Advances and Challenges
605(23)
Andrea Revesz
16 Task-Based Language Teaching as an Innovation: A Task for Teachers
628(21)
Kris Van den Branden
17 The Adoption of Task-Based Language Teaching in Diverse Contexts: Challenges and Opportunities
649(22)
Jonathan Newton
Conclusion 671(5)
Mohammad J. Ahmadian
Michael H. Long
Index 676
Mohammad Javad Ahmadian is currently the Head of Postgraduate Taught at School of Education, University of Leeds. He has published widely on task-based language teaching and second language acquisition. Recent publications include Recent Perspectives on Task-Based Language Teaching and Learning (co-editor, 2018). Michael H. Long is Professor of Second Language Acquisition at University of Maryland, College Park. He is the author of well over 100 articles and book chapters. In 2017, he received a lifetime achievement award from the International Association for Task-Based Language Teaching.