Article published in:
TASK
Vol. 1:1 (2021) ► pp. 1146

Full-text

Options in a task-based language-teaching curriculum
References

References

Auerbach, E. R., & Wallerstein, N.
(1987) ESL for action. Prentice-Hall.Google Scholar
Azarnoosh, M., Zeraatpishe, M., Faravani, A., & Kargozari, H.
Eds. Issues in material development Sense Publishers Crossref
Bachman, L. F., & Palmer, A. S.
(1996) Language testing in practice. Oxford University Press.Google Scholar
Baralt, M., & Gomez, J.
(2017) Task-based language teaching online: A guide for teachers. Language Learning & Technology, 21, 28–43. http://​hdl​.handle​.net​/10125​/44630
Basturkmen, H.
(2006) Ideas and options in English for specific purposes. Lawrence Erlbaum Associates.Google Scholar
Benesch, S.
(1996) Needs analysis and curriculum development in EAP: An example of a critical approach. TESOL Quarterly, 30, 723–738. CrossrefGoogle Scholar
Beretta, A.
(1990) Implementation of the Bangalore Project. Applied Linguistics, 11, 321–337. CrossrefGoogle Scholar
Beretta, A., & Davies, A.
(1985) Evaluation of the Bangalore Project. ELT Journal, 39, 121–127. CrossrefGoogle Scholar
Bobbitt, F.
(1918) The curriculum. Houghton Mifflin.Google Scholar
Bourke, J.
(2006) Designing a topic-based syllabus. ELT Journal, 60, 279–286. CrossrefGoogle Scholar
Breen, M.
(1984) Process syllabuses for the language classroom. In C. Brumfit (Ed.). General English syllabus design (ELT Documents 118, pp. 47–60). British Council and Pergamon.Google Scholar
[ p. 42 ]
Brumfit, C.
(1984a) Communicative methodology in language teaching: The roles of accuracy and fluency. Cambridge University Press.Google Scholar
(1984b) Function and structure in a state school syllabus for learners of second or foreign languages with heterogeneous needs. In C. Brumfit (Ed.). General English syllabus design. (ELT Documents 118, pp. 70–82). British Council and Pergamon.Google Scholar
Bryfonski, L., & McKay, T.
(2017) TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 23, 603–632. CrossrefGoogle Scholar
Byrnes, H.
(2015) Linking ‘tasks’ and curricular thinking: An affirmation of the TBLT educational agenda. In M. Bygate (Ed.). Domains and directions in the development of TBLT (pp. 193–224). John Benjamins. CrossrefGoogle Scholar
Crookes, G.
(2013) Critical ELT in action: Foundations, promises, praxis. Taylor & Francis. CrossrefGoogle Scholar
Da Silva, L.
(2020) Critical tasks in action: The role of the teacher in the implementation of tasks designed from a critical perspective. Ilha de Desterro, 73, 109–127. CrossrefGoogle Scholar
DeKeyser, R.
(1998) Beyond focus on form: cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.). Focus on form in classroom second language acquisition (pp. 42–63). Cambridge University Press.Google Scholar
Dewey, J.
(1938) Experience and education. Macmillan.Google Scholar
Edwards, C. & Willis, J.
(Eds.) (2005) Teachers exploring tasks in English language teaching. Palgrave Macmillan. CrossrefGoogle Scholar
Eisner, E.
(1972) Emerging models for educational evaluation. School Review, 80, 573–90. CrossrefGoogle Scholar
Ellis, R.
(1993) Second language acquisition and the structural syllabus. TESOL Quarterly, 27, 91–113. CrossrefGoogle Scholar
(2003) Task-based language learning and teaching. Oxford University Press.Google Scholar
(2015) Teachers evaluating tasks. In M. Bygate (Ed.). Domains and directions in the development of TBLT (pp. 247–270). John Benjamins. CrossrefGoogle Scholar
(2017) Moving task-based language teaching forward. Language Teaching, 50, 441–482. CrossrefGoogle Scholar
(2019) Towards a modular curriculum for using tasks. Language Teaching Research, 23(4), 454–475. CrossrefGoogle Scholar
Ellis, R., Basturkmen, H., & Loewen, S.
(2002) Doing focus-on-form. System, 30, 419–432. CrossrefGoogle Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C.
(2020) Task-based language teaching: Theory and practice. Cambridge University press.Google Scholar
Faravani, A., & Zeraaatpishe, M.
(2016) Selection and gradation in materials development. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. Kargozari (Eds.) Issues in materials development (pp. 43–56). Sense Publishers. CrossrefGoogle Scholar
Freire, P.
(1970) Cultural action for freedom (Harvard Educational Review Monograph Series, 1). Harvard Education Press.Google Scholar
(1973) Education for critical consciousness. Seabury Press.Google Scholar
Freire, P. (with Macedo, D.
) (2000) Pedagogy of the oppressed (30th anniversary ed.). Continuum Press. (Original work published 1970)Google Scholar
Giroux, H.
(2013) On critical pedagogy. Continuum.Google Scholar
[ p. 43 ]
Gonzalez-Lloret, M., & Nielson, K.
(2015) Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19, 525–549. CrossrefGoogle Scholar
Greenwood, J.
(1985) Bangalore revisited: A reluctant complaint. English language Teaching, 39, 268–73. CrossrefGoogle Scholar
Harris, J.
(2018) Responding to critics: Implementation of TBLT in Japan. Indonesian Journal of Applied Linguistics, 8, 139–148. CrossrefGoogle Scholar
Hlebowitsh, P.
(2004) Designing the school curriculum. Pearson.Google Scholar
Janks, H.
(1993) Language and position. Hodder & Stoughton/Witwatersrand University Press.Google Scholar
Johnson, K.
(1982) Communicative syllabus design and methodology. Pergamon.Google Scholar
Kelly, A. V.
(2009) The curriculum: Theory and practice. Sage.Google Scholar
Kim, J., Jung, Y., & Tracy-Ventura, N.
(2017) Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51, 632–660. CrossrefGoogle Scholar
Konoeda, K., & Watanabe, Y.
(2008) Task-based critical pedagogy in Japanese EFL classrooms. In M. Montero, C. Miller, & J. L. Watzke (Eds.), Readings in language studies (Vol. 1, pp. 45–61). International Society for Language Studies.Google Scholar
Lai, C.
(2015) Task-based language teaching in the Asian context: Where are we now and where are we going? In M. Thomas & H. Reinders. (Eds.), Contemporary task-based teaching in Asia (pp. 12–29). Bloomsbury.Google Scholar
Liakina, N., & Michaud, G.
(2018) Needs analysis for task-based curriculum design: How useful can it be for general purposes L2 courses? Nouvelle Review Synergies Canada, 11, 1–12. CrossrefGoogle Scholar
Lambert, C.
(2010) A task-based needs analysis: Putting principles into practice. Language Teaching Research, 14, 99–112. CrossrefGoogle Scholar
Leaver, B., & Willis, J.
(Eds.) (2004) Task-Based Instruction in foreign language education: Practices and programs. Georgetown University Press.Google Scholar
Littlewood, W.
(2014) Communication-oriented teaching: where are we now? Where do we go from here? Language Teaching, 47(3), 349–362. CrossrefGoogle Scholar
Long, M.
(1985) A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition. Multilingual Matters.Google Scholar
(1991) Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). John Benjamins. CrossrefGoogle Scholar
(2005) Methodological issues in learner needs analysis. In M. Long (Ed.). Second language needs analysis. (pp. 1–16). Cambridge University Press. CrossrefGoogle Scholar
(2015a) Second Language Acquisition and Task-based Language Teaching. Wiley-Blackwell.Google Scholar
(2015b) TBLT: Building the road as we travel. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 1–26). John Benjamins. CrossrefGoogle Scholar
(2016) In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33. CrossrefGoogle Scholar
[ p. 44 ]
Long, M., & Crookes, G.
(1992) Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27–56. CrossrefGoogle Scholar
Long, M., & Norris, J.
(2000) Task-based teaching and assessment. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 597–603). Routledge.Google Scholar
Malicka, A., Gilabert Guerrero, R., & Norris, J.
(2019) From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Journal, 23, 78–106. CrossrefGoogle Scholar
Mohan, B., Slater, T., Beckett, G., & Tong, E.
(2015) Task, experiential learning, and meaning making activities. In M. Bygate (Ed), Domains and directions in the development of TBLT (pp. 157–192). John Benjamins. CrossrefGoogle Scholar
Nation, I. S. P., & Macalister, J.
(2010) Language curriculum design. Routledge.Google Scholar
Nunan, D.
(1989) Designing tasks for the communicative classroom. Cambridge University Press.Google Scholar
Pennycook, A.
(1990) Critical pedagogy and second language education. System, 18, 303–314. CrossrefGoogle Scholar
Prabhu, N.
(1987) Second language pedagogy. Oxford University Press.Google Scholar
Riestenberg, K., & Sherris, A.
(2018) Task-based teaching of indigenous languages: Investment and methodological principles in Macuiltianguis Zapotec and Salish Qlispe revitalization. Canadian Modern Language Review, 74, 434–459. CrossrefGoogle Scholar
Robinson, P.
(2001) Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction. (pp. 287–318). Cambridge University Press. CrossrefGoogle Scholar
(2015) The Cognition Hypothesis, second language demands, and the SSARC model of pedagogic task sequencing. In M. Bygate (Ed.), Domain and directions in the development of TBLT (pp. 87–121). John Benjamins. CrossrefGoogle Scholar
Samuda, V., & Bygate, M.
(2008) Tasks in second language learning. Palgrave MacMillan. CrossrefGoogle Scholar
Seedhouse, P.
(2005) “Task” as research construct. Language Learning, 55, 533–570. CrossrefGoogle Scholar
Serafini, E. J., Lake, J. B., & Long, M. H.
(2015) Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26. CrossrefGoogle Scholar
Serafini, E., & Torres, J.
(2015) The utility of needs analysis for nondomain expert instructors in designing task-based Spanish for the professions curricula. Foreign Language Annals, 48, 447–472. CrossrefGoogle Scholar
Shehadeh, A.
(2012) Introduction: Broadening the perspective of task-based language teaching scholarship: The contribution of research in foreign language contexts. In A. Shehadeh & C. Coombe (Eds.), Task-based language teaching in foreign language context: Research and implementation (pp. 1–20). John Benjamins. CrossrefGoogle Scholar
Shor, I.
(1992) Empowering Education: Critical teaching for social change. University of Chicago Press. CrossrefGoogle Scholar
(1996) When students have power. The University of Chicago Press. CrossrefGoogle Scholar
Skehan, P.
(1998) A Cognitive approach to language learning. Oxford University Press.Google Scholar
[ p. 45 ]
(2001) Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks, second language learning, teaching and testing, (pp. 167–185). Longman.Google Scholar
Skehan, P., & Luo, S.
(2020) Developing a task-based approach to assessment in an Asian context. System, 90, 1–15. CrossrefGoogle Scholar
Smith, M. K.
(2000) Curriculum theory and practice. The encyclopedia of pedagogy and informal education. www​.infed​.org​/biblio​/b​-curric​.htm
Stenhouse, L.
(1971) The humanities curriculum project: The rationale. Theory into Practice, 10, 154–162. CrossrefGoogle Scholar
(1975a) An introduction to curriculum research and development. Heinemann Educational Books.Google Scholar
(1975b) Defining the curriculum problem. Cambridge Journal of Education, 5, 104–108. CrossrefGoogle Scholar
Stern, H.
(1984) Fundamental concepts of language teaching. Oxford University Press.Google Scholar
Van Ek, J.
(1975) The threshold level in European Unit/Credit system for modern language learning by adults. System development in adult language learning. Council of Europe.Google Scholar
Steiner, F.
(1975) Performing with objectives. Newbury House.Google Scholar
Stoller, F. L., & Grabe, W.
(1997) A six-Ts approach to content-based instruction. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 78–103). Longman.Google Scholar
Taba, H.
(1962) Curriculum Development: Theory and Practice. Brace & World.Google Scholar
Tyler, R. W.
(1949) Basic Principles of Curriculum and Instruction. The University of Chicago Press.Google Scholar
Wallerstein, N.
(1983) Language and culture in conflict: Problem-posing in the ESL classroom. Addison Wesley.Google Scholar
White, R.
(1988) The ELT curriculum. Blackwell.Google Scholar
Widdowson, H.
(2003) Defining issues in English language teaching. Oxford University Press.Google Scholar
Willis, J.
(1996) A Framework for task-based language teaching. Longman.Google Scholar
Willis, J., & Willis, D.
(1988) Collins COBUILD English course, Book 1. Collins.Google Scholar
Willis, D., & Willis, J.
(2013) Doing task-based teaching. Oxford University Press.Google Scholar
[ p. 46 ]