Task-Based Language Learning – Insights from and for L2 Writing
Editors
| Georgetown University
| University of Murcia
The book seeks to enlarge the theoretical scope, research agenda, and practices associated with TBLT in a two-way dynamic, by exploring how insights from writing might reconfigure our understanding of tasks and, in turn, how work associated with TBLT might benefit the learning and teaching of writing. In order to enrich the domain of task and to advance the educational interests of TBLT, it adopts both a psycholinguistic and a textual meaning-making orientation. Following an issues-oriented introductory chapter, Part I of the volume explores tenets, methods, and findings in task-oriented theory and research in the context of writing; the chapters in Part II present empirical findings on task-based writing by investigating how writing tasks are implemented, how writers differentially respond to tasks, and how tasks can contribute to language development. A coda chapter summarizes the volume’s contribution and suggests directions for advancing TBLT constructs and research agendas.
[Task-Based Language Teaching, 7] 2014. xi, 312 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
List of contributors
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vii–viii
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Series editors’ preface to volume 7
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ix–xi
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1–23
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PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing
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27–52
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53–77
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79–103
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PART II. Empirical findings
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107–136
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137–161
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163–191
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193–216
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217–236
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237–263
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PART III. Coda
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267–299
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About the contributors
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301–303
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Author index
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305–307
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Subject index
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309–312
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“Engaging thoughtfully and expansively with existing research into the effects of TBLT on instructed language learning, this valuable book provides considerable novel insight into the roles TBLT can play in promoting writing-to-learn, and L2 writing development. The knowledgeable and stimulating discussion chapters in Part I of the book, linking conceptions of `task` to `writing as a tool for learning`, together with the careful empirical studies presented in Part II make this essential reading for all concerned with task-based language education, its theoretical underpinnings and expanding evidence-base.”
Peter Robinson, Aoyama Gakuin University
“This book advances our understanding of an important and topical area, task-based instruction in the context of L2 writing. It contains contributions from a stellar lineup of researchers. It is informative, accessible, and lively. It should be a staple on every shelf.”
Alison Mackey, Georgetown University & Lancaster University
Cited by
Cited by other publications
Asgari, Majid & Sakineh Jafari
Bygate, Martin
Bygate, Martin
Manchón, Rosa M.
Manchón, Rosa M. & Olena Vasylets
Révész, Andrea, Nektaria-Efstathia Kourtali & Diana Mazgutova
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
Çiftçi, Hatime & Erhan Aslan
This list is based on CrossRef data as of 26 december 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