Task-Based Language Teaching from the Teachers' Perspective
Insights from New Zealand
The University of Auckland
Task-based language teaching (TBLT) is being encouraged as part of a major overhaul of the entire school languages curriculum in New Zealand. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particular local context, provides a valuable sourcebook of teacher stories that have relevance for a wide range of people working in a diverse range of contexts. This book will be of genuine interest to all those who wish to understand more about TBLT innovation, and the opportunities and challenges it brings.
[Task-Based Language Teaching, 3]
2012.
xix, 259 pp.
Publishing status: Available
Hardbound – Available
ISBN
9789027207210
|
EUR
99.00
|
USD
149.00
Paperback – Available
ISBN
9789027207227
|
EUR
33.00
|
USD
49.95
e-Book – Sold by e-book platforms
ISBN
9789027281821
|
EUR
99.00
|
USD
149.00
Google Edition – Forthcoming
ISBN
9789027281821
|
EUR
33.00
|
USD
49.95
Table of Contents
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Preface
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vii–x
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Acknowledgments
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xi–xiii
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List of key acronyms
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xv
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1. TBLT in foreign language classrooms: Fundamental considerations
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1–18
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2. TBLT in New Zealand: Curriculum renewal
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19–47
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3. TBLT in New Zealand: Curriculum support
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49–75
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4. TBLT and communication
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77–105
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5. TBLT and language knowledge
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107–134
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6. TBLT and cultural knowledge
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135–162
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7. TBLT and assessment
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163–190
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8. TBLT in foreign language classrooms: Into the future
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191–217
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Postscript
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219–222
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Notes
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223–226
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References
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227–239
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Appendix 1. A note on the research project
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241–246
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Appendix 2. The National Certificate of Educational Achievement (current system)
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247–248
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Appendix 3. The values and key competencies of New Zealand’s revised curriculum
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249–250
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Appendix 4. The National Certificate of Educational Achievement (revised system)
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251–254
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Index
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Quotes
“As Robinson notes, “it is still too soon to expect definitive answers” (p. 28) regarding L2 task complexity, learning, and performance. Nonetheless, this collection documents a broad spectrum of recent work motivated by the CH that seeks to inform theory and practice in task-based language teaching. Each section offers unique perspectives on task complexity, establishing its relevance to L2 instruction. These insights from a range of experts add to the volume’s overall quality. This book should therefore find a wide audience among graduate students, language teachers, and researchers.”
Daniel O. Jackson, University of Hawai'i at Manoa, in Studies in Second Language Acquisition 34(4): 688-690, 2012
“The book, even though reporting on the findings of a study conducted in New Zealand, is an important contribution to literature on task-based language pedagogy world-wide. It is most appropriate for language teachers as well as students of language teaching, curriculum developers, teacher trainers, researchers in the field of language teaching and learning and generally all those who are interested in TBLT.”
Elis Kakoulli Constantinou, Language Centre, Cyprus University of Technology, on Linguist List 23.3510, 2012
Subjects
Benjamins Subject classification
Linguistics
BIC Subject
CJA: Language teaching theory & methods
BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number: 2011037316