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Pedagogical Realities of Implementing Task-Based Language Teaching
Rosemary Erlam and Constanza Tolosa
[Task-Based Language Teaching 14] 2022
► pp. 131–178

Chapter 5
Voices from the classroom

Article outline
  • Data sets
    • Analysis of classroom transcript data
    • Analysis of questionnaire data
  • The 10 tasks
    • Tania’s classroom: Task 1. Categorising sports
    • Comments
    • Other phases of this lesson
    • The task-as-process
    • Student feedback
    • Tania’s classroom: Task 2. Conversation
    • Comments
    • Other phases of this lesson
    • The task-as-process
    • Student feedback
    • What we would conclude from Tania’s two lessons containing Tasks 1 and 2
    • Margaret’s classroom: Task 3. The teacher at age 6
    • Comments
    • Other phases of this lesson
    • The task-as-process
    • Margaret’s classroom: Task 4. My childhood
    • Comments
    • Other phases of the lesson
    • The task-as-process
    • Student feedback
    • What we would conclude from Margaret’s two lessons containing Tasks 3 and 4
    • Linda’s classroom: Task 5. Making predictions
    • Comments
    • Other phases of the lesson
    • The task-as-process
    • Student feedback
    • What we would conclude from Linda’s lesson containing Task 5
    • Emily’s classroom: Task 6. Treasure Hunt
    • Comments
    • Other phases of the lesson
    • The task-as-process
    • Student feedback
    • Emily’s classroom: Task 7. Working with Mazes
    • Comments
    • The task-as-process
    • What we would conclude from Emily’s two lessons containing Tasks 6 and 7
    • Shona’s classroom: Task 8. Murder mystery
    • Comments
    • Other phases of this lesson
    • The task-as-process
    • Student feedback
    • What we would conclude from Shona’s lesson containing Task 8
    • Toby’s classroom: Task 9. How well do you know your classmate?
    • Comments
    • Other phases of the lesson
    • The task-as-process
    • Toby’s classroom: Task 10. Finding a friend
    • Comments
    • Other phases of the lesson
    • The task-as-process
    • Student feedback
    • What we would conclude from Toby’s lessons containing Tasks 9 and 10
  • Conclusion
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