Task-Based Language Teaching in Foreign Language Contexts
Research and implementation
UAE University / Dubai Men's College
This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.
[Task-Based Language Teaching, 4]
2012.
xix, 364 pp.
Publishing status: Available
Hardbound – Available
ISBN
9789027207234
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EUR
99.00
|
USD
149.00
Paperback – Available
ISBN
9789027207241
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EUR
33.00
|
USD
49.95
e-Book – Sold by e-book platforms
ISBN
9789027273420
|
EUR
99.00
|
USD
149.00
Google Edition – Forthcoming
ISBN
9789027273420
|
EUR
33.00
|
USD
49.95
Table of Contents
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Preface
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xi–xiv
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xv–xx
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1–20
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Section I. Variables affecting task-based language learning and performance
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23–42
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43–66
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67–88
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89–108
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109–134
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Section II. Implementation of task-based language teaching
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137–162
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163–186
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187–214
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215–240
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241–266
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267–286
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287–312
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313–342
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Epilogue. What is next for task-based language teaching?
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345–358
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About the contributors
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359–362
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Index
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363–364
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Quotes
“Exploring recent as well as new issues in TBLT research, this important book provides insights into task-based pedagogy, testing and teacher education across a wide range of foreign language classrooms and educational settings. The successes, challenges and perceptions of TBLT richly described in each of the Foreign Language contexts studied make this an invaluable contribution to current understanding of the ways in which task-based instruction can be implemented around the world [...]. Essential reading for language teaching professionals and instructed language acquisition researchers!”
Peter Robinson, Aoyama Gakuin University
“Overall, it is my belief that this volume addresses a significant gap in the literature on language education by bringing to the forefront the under-represented realities of the periphery of the English-speaking world. The dual focus of the book bridges the gap between research and practice, and the papers in the volume make a case for the feasibility of applying task-based pedagogy in a variety of settings. In doing so, the collection makes a valuable contribution to the on-going debate regarding the role of TBLT in English Language Teaching.”
Achilleas I. Kostoulas, University of Manchester, on Linguist List 24.1720, 2013
“Swan (2005) claimed that task-based instruction was not suited to ‘acquisition-poor environments’ by which he meant foreign language contexts where there are limited opportunities for using the L2 outside the classroom. I have always argued that task-based instruction is, in fact, more relevant to such contexts in order to ensure that learners have opportunities to experience the L2 under real-operating conditions. Thus, I especially welcome this book which focuses on research that has investigated the design and implementation of tasks for foreign language learners.”
Rod Ellis, The University of Auckland
“If the scholarly community needed yet more evidence for the continued vibrancy of the construct task, Task-based language teaching in foreign language contexts: Research and implementation, provides just that! As editors Ali Shehadeh and Christine Coombe have assembled a far-flung group of authors whose contributions make eminently clear that TBLT has much to gain by spreading its wings geographically around the globe into diverse foreign language, as compared to second language contexts. From exciting avenues for reconsidering pressing research foci and pertinent methodologies, to the often remarkable impact of particular educational policies, to the central role of teacher education in order to make TBLT pedagogies happen in the varied settings for FL teaching and learning, to reshaping assessment in an often-times assessment-driven environment, the volume offers its readers a most welcome encouragement to think globally while acting locally on behalf of their own foreign language learners.”
Heidi Byrnes, George M. Roth Distinguished Professor of German, Georgetown University
Subjects
Benjamins Subject classification
Linguistics
BIC Subject
CJA: Language teaching theory & methods
BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number: 2012020908