Task-Based Language Teaching

A reader

Editors
| Katholieke Universiteit Leuven
| University of Lancaster
| University of Hawai'i at Manoa
HardboundAvailable
ISBN 9789027207173 | EUR 110.00 | USD 165.00
 
PaperbackAvailable
ISBN 9789027207180 | EUR 36.00 | USD 54.00
Over the past two decades, task-based language teaching (TBLT) has gained considerable momentum in the field of language education. This volume presents a collection of 20 reprinted articles and chapters representative of work that appeared during that period. It introduces readers­ – graduate students, researchers, teachers – ­to foundational ideas and themes that have marked the emergence of TBLT. The editors provide a first chapter that locates TBLT within broader discourses of educational practice and research on language learning and teaching. The book then features four sections consisting of important, often difficult to find, writings on major themes: fundamental ideas, approaches, and definitions in TBLT; curriculum, syllabus, and task design; variables affecting task-based language learning and performance; and task-based assessment. In a concluding chapter, the editors challenge simplistic notions of TBLT by reflecting on how this body of work has initiated the possibility of a truly researched language pedagogy, and they highlight critical directions in TBLT research and practice for the future.
[Task-Based Language Teaching, 1]  2009.  ix, 512 pp.
Publishing status: Available
Table of Contents
Series editors’ preface
VIII–IX
Chapter 1. Task-based language teaching: introducing the reader.
Kris Van den Branden, Martin Bygate and John M. Norris
1–13
Section 1. Introducing task-based language teaching
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
15–19
Chapter 2. Towards task-based language learning
Christopher N. Candlin
21–40
Chapter 3. The concept of task
John M. Swales
41–56
Chapter 4. Three approaches to task-based syllabus design
Mike Long and Graham Crookes
57–82
Chapter 5. A framework for the implementation of task-based instruction
Peter Skehan
83–108
Chapter 6. Task-based research and language pedagogy
Rod Ellis
109–130
Section 2. Curriculum, syllabus, and task design
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
131–134
Chapter 7. Task-based teaching and assessment
Mike Long and John M. Norris
135–142
Chapter 8. From needs to tasks: Language learning needs in a task-based approach
Piet Van Avermaet and Sara Gysen
143–170
Chapter 9. Choosing and using communication tasks for second language instruction
Teresa Pica, Ruth Kanagy and Joseph Falodun
171–192
Chapter 10. Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA
Peter Robinson
193–226
Chapter 11. The TBL framework
Jane Willis
227–242
Section 3. Variables affecting task-based learning and performance
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
243–247
Chapter 12. Effects of task repetition on the structure and control of oral language
Martin Bygate
249–274
Chapter 13. The influence of planning and task type on second language performance
Pauline Foster and Peter Skehan
275–300
Chapter 14. What do learners plan?: Learner-driven attention to form during pre-task planning
Lourdes Ortega
301–332
Chapter 15. Learner contributions to task design
Michael P. Breen
333–356
Chapter 16. The motivational basis of language learning tasks
Zoltán Dörnyei
357–378
Chapter 17. Guiding relationships between form and meaning during task performance: The role of the teacher
Virginia Samuda
379–400
Chapter 18. Training teachers: Task-based as well?
Kris Van den Branden
401–430
Section 4. Task-based language assessment
Section intro
John M. Norris, Martin Bygate and Kris Van den Branden
431–434
Chapter 19. Task-centred language assessment in language learning: The promise and the challenge
Geoff Brindley
435–454
Chapter 20. Examinee abilities and task difficulty in task-based L2 performance assessment
John M. Norris, James Dean Brown, Thom D. Hudson and William Bonk
455–476
Chapter 21. The role of task and task-based assessment in a content-oriented collegiate FL curriculum
Heidi Byrnes
477–494
Coda: Understanding TBLT at the interface between research and pedagogy
Martin Bygate, John M. Norris and Kris Van den Branden
495–499
Name index
501–505
Subject index
507–512
“This volume provides the reader with a clear sense of the principles and developmental progress of task-based language teaching, and introduces the central themes of TBLT throughout the past 20 years. One of the book’s strengths is the intuitive organization of the four main sections, which provides readers with an easy-to-follow and logical discussion of the emergence and development of the TBLT approach from theoretical foundations to empirical evidence and assessment practices. Professionals familiar with TBLT will find the material included in this reader to be a review of already well known work, nicely organized and presented in one place. Researchers and students beginning their investigations into TBLT will find this volume to be an invaluable resource for key theoretical, foundational, and empirical discussions. Students and educators will appreciate the editors’ accessible writing style and the thought-provoking key questions that conclude each section and provide readers with interesting ideas to keep in mind as they go over each chapter. Overall, this volume is an excellent resource for students, educators, and novice TBLT researchers and would make an ideal textbook for an undergraduate or graduate task-based language teaching course.”
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2009. Chacun à son gout? Task-based L2 pedagogy from the teacher's point of view. International Journal of Applied Linguistics 19:3  pp. 286 ff. Crossref logo
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This list is based on CrossRef data as of 27 june 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2008055547