219-7677 10 7500817 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 201608250415 ONIX title feed eng 01 EUR
826014836 03 01 01 JB John Benjamins Publishing Company 01 JB code TBLT 8 Eb 15 9789027267825 06 10.1075/tblt.8 13 2015035107 DG 002 02 01 TBLT 02 1877-346X Task-Based Language Teaching 8 <TitleType>01</TitleType> <TitleText textformat="02">Domains and Directions in the Development of TBLT</TitleText> <Subtitle textformat="02">A decade of plenaries from the international conference</Subtitle> 01 tblt.8 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.8 1 B01 Martin Bygate Bygate, Martin Martin Bygate Lancaster University 01 eng 349 xxiv 325 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 This volume brings together contemporary position statements and research reviews which were originally presented as Plenary Addresses to the Biennial International Conference on Task-Based Language Teaching, between 2005 and 2013. It thus assembles up-to-date reflections, critiques, and recommendations from influential researchers working within the TBLT paradigm over the last 30 years, thereby also highlighting most of the major theoretical perspectives so far developed. While the plenarists structured their chapters around their original presentations, they have been invited to update their thinking as they feel appropriate and in response to recent developments in the field. The collection thus offers representative and accessible coverage of a range of approaches to the overall philosophy of TBLT, to the relationship between TBLT and the study of second language acquisition, and to the development and implementation of TBLT as a comprehensive approach to language education, curriculum, and pedagogy. 04 09 01 https://benjamins.com/covers/475/tblt.8.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027207319.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027207319.tif 06 09 01 https://benjamins.com/covers/1200_front/tblt.8.hb.png 07 09 01 https://benjamins.com/covers/125/tblt.8.png 25 09 01 https://benjamins.com/covers/1200_back/tblt.8.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tblt.8.hb.png 10 01 JB code tblt.8.001ack vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgement</TitleText> 10 01 JB code tblt.8.002pre ix x 2 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Series Editors&#8217; Preface</TitleText> 10 01 JB code tblt.8.003aut xi xiv 4 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Authors&#8217; biodata</TitleText> 10 01 JB code tblt.8.004int xv xxiv 10 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 Martin Bygate Bygate, Martin Martin Bygate Lancaster University 10 01 JB code tblt.8.01lon 1 26 26 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">TBLT</TitleText> <Subtitle textformat="02">Building the road as we travel</Subtitle> 1 A01 Mike Long Long, Mike Mike Long University of Maryland 01 Developed since the early 1980s, Task-Based Language Teaching (TBLT) is informed by theory and research findings in instructed second language acquisition (ISLA), as well as general educational theory and practice, and responds to the growing demand for language programs tailored for learners with distinct functional needs in a second language (L2). The paper reviews TBLT&#8217;s rationale and psycholinguistic underpinnings, and then briefly describes procedures, problems, and findings in each of the six basic steps and components in designing, implementing, and evaluating a TBLT program &#8211; needs analysis, syllabus design, materials development, methodological principles and pedagogic procedures, student assessment, and course evaluation &#8211; before considering optimal and less than optimal settings for TBLT&#8217;s adoption. Expanded and modified considerably in response to developments in ISLA theory, research findings, and classroom implementation over the past 30&#43; years, TBLT remains a work in progress. As theorists, researchers, and practitioners, we are building the road as we travel. 10 01 JB code tblt.8.02nor 27 58 32 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Thinking and acting programmatically in taskbased language teaching</TitleText> <Subtitle textformat="02">Essential roles for program evaluation</Subtitle> 1 A01 John M. Norris Norris, John M. John M. Norris Georgetown University 01 Inquiry may play distinct roles in proposals for and practices of task-based language teaching (TBLT), from theorizing learning and developing taskbased pedagogy, to observing and judging the effectiveness of task-based ideas in practice, to ultimately understanding the value of TBLT as an approach to educational reform. In this paper, considering these diverse possibilities for inquiry in TBLT, I first reflect on the origins and practical impact of task-based ideas, highlighting their programmatic and educational scope. I then point to the lack of alignment between this programmatic orientation and prevailing emphases in much of the existing TBLT research. In response, I suggest that pragmatic traditions of program evaluation enable the critical articulation of inquiry with real needs of real educators to do real educational good in real program contexts. By examining published cases of TBLT program evaluation, I identify the ways in which they have contributed to both practical decision making in situ and to the accumulation of improved understandings about taskbased language education in general. I conclude with recommendations for the integration of program evaluation as a key development in advancing the value of TBLT endeavors. 10 01 JB code tblt.8.03ort 59 86 28 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Staking out the territory of technology-mediated TBLT</TitleText> 1 A01 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 2 A01 Marta González-Lloret González-Lloret, Marta Marta González-Lloret University of Hawai‘i at Manoa 01 In this chapter we survey areas of current interest in the use of technology for taskbased language teaching (TBLT) purposes and identify promising directions for pedagogy and research. We begin by reviewing the two vibrant topics of interaction and cognitive task complexity. We conclude that online interactions broadly promote the same processes that are known to facilitate second language (L2) learning in face-to-face interactions, albeit with interesting differences, whereas what constitutes cognitive task complexity online and how it may affect L2 learning remains ill understood. We then offer several exemplary illustrations of task-based investigations that have successfully leveraged the affordances of technology in non-trivial, creative ways. This is followed by a theoretical discussion of design principles for what we call technology-mediated TBLT. Finally, we examine two central benefits often boasted of tasks and technology: authenticity and motivation. We argue new technologies transform what counts as real-world within a traditional TBLT perspective and demand new understandings of &#8220;digital authenticity&#8221;; and we suggest theoretically principled ways must be found in the future to study motivational flows when experiencing specific tasks as well as complex motivational dynamics when adopting, integrating, or resisting any technology in general. Our hope is to help widen the scope of current discussions about the roles of technological innovation in TBLT and promote critical thinking about the harnessing of new technologies in task-based language education. 10 01 JB code tblt.8.04rob 87 122 36 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing</TitleWithoutPrefix> 1 A01 Peter Robinson Robinson, Peter Peter Robinson Aoyama Gakuin University 01 This chapter first summarises the basic pedagogic claim of the Cognition Hypothesis, that the cognitive demands of tasks be sequenced from simple to complex for learners, and describes a theoretically motivated model for syllabus designers and teachers to follow in planning and implementing such task sequences. This is followed by a description of the Triadic Componential Framework of task characteristics, which makes distinctions between task complexity, task conditions, and task difficulty. Next, I discuss the extent to which individual differences in cognitive and affective factors may mediate the effects of task complexity and task conditions on learning, interaction, and language production, and I argue for the need to research the interactions between task complexity/condition and task difficulty. The chapter concludes by identifying some points of contrast between the claims of the Cognition Hypothesis and Peter Skehan&#96;s Trade-Off Hypothesis, and the differences in their intended scope of application to pedagogy. 10 01 JB code tblt.8.05ske 123 156 34 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Limited Attention Capacity and Cognition</TitleText> <Subtitle textformat="02">Two hypotheses regarding second language performance on tasks</Subtitle> 1 A01 Peter Skehan Skehan, Peter Peter Skehan St. Mary’s University, Twickenham 01 The chapter is part of a Point-Counterpoint (with Robinson, this volume), exploring the Limited Attention Capacity (LAC) and Cognition Hypotheses (CH) as alternative accounts of second language task performance. It starts by presenting five principles which underlie the LAC, covering memory and attentional functioning; the dimensions of performance; the role of research on task characteristics and conditions; the linkage with Levelt&#8217;s model of speaking; and the notion of, and influences on task difficulty. Then a survey is presented of the empirical work that is relevant to the LAC, organised in terms of the stages of the Levelt Model. Next, the Cognition Hypothesis is described, particularly resource-directing and resource-dispersing features, and the hypothesis is critiqued, both in relation to the constructs of the model and in relation to relevant evidence. This leads to a comparison between the two approaches, regarding hinterland, regarding how influences on second language task performance are analysed, and regarding what the two approaches say, or do not say, about acquisition. Finally some suggestions are made as to how the two approaches may be brought into resolution, at least to some degree. 10 01 JB code tblt.8.06moh 157 192 36 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">Tasks, experiential learning, and meaning making activities</TitleText> <Subtitle textformat="02">A functional approach</Subtitle> 1 A01 Bernard A. Mohan Mohan, Bernard A. Bernard A. Mohan University of British Columbia and King’s College London 2 A01 Tammy Slater Slater, Tammy Tammy Slater Iowa State University 3 A01 Gulbahar H. Beckett Beckett, Gulbahar H. Gulbahar H. Beckett Iowa State University 4 A01 Esther Tong Tong, Esther Esther Tong Hong Kong Community College, The Hong Kong Polytechnic University 01 To address problems of low academic achievement by second language learners, task-based learning and teaching research must focus on academic content tasks that involve both form and meaning, language and content, academic discourse and disciplinary knowledge. How are such tasks 'experiential'? We draw upon a Systemic Functional Linguistic (SFL) analysis of language and discourse to develop a more adequate model of Kolb's experiential learning cycle that can capitalize on linguistic evidence, illuminate the analysis and development of language as a means of experiential learning, and locate experiential learning in the wider context of socio-semantic meaning-making activities. We illustrate this model with two contrasting examples: young children learning about magnetism, and college-level students learning about marketing. 10 01 JB code tblt.8.07byr 193 224 32 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">Linking &#8216;task&#8217; and curricular thinking</TitleText> <Subtitle textformat="02">An affirmation of the TBLT educational agenda</Subtitle> 1 A01 Heidi Byrnes Byrnes, Heidi Heidi Byrnes Georgetown University 01 The article argues that an important challenge for TBLT, as a fundamentally education-oriented effort within language teaching and learning studies, is to arrive at a foundation for the construct of &#8216;task&#8217; that captures its holistic understanding of language, language use, and language learning in a way that goes beyond affirming its orientation toward communication. If the construct of task is to facilitate learners&#8217; ability to expand their meaning-making capacities in oral and written discourse, attaining that goal will require a repositioning of &#8216;task&#8217; in a number of fundamental ways. The article highlights and discusses the opportunities for doing so by embedding task into a framework that is genre-oriented in its curricular thinking and task-based in its pedagogical manifestations. Specifically, it identifies parameters for curriculum development that would support fundamental TBLT interests; describes impediments to curricular thinking that must be overcome; introduces an understanding of curriculum that is suited to being translated into educational contexts; and offers a set of considerations that can provide the foundation for curriculum development. Ideally, these new forms of task-oriented curriculum development will involve a series of steps &#8216;from below&#8217;, a form of empowerment of educators, and a series of steps &#8216;from above&#8217;, where the adoption of a functional (as contrasted with a structural) theory of language, here represented by systemic functional linguistics, is likely to be crucial. When such a functional theory is further tailored to educational imperatives through the construct of genre, it is possible to reposition &#8216;task&#8217; as a genre-based educative effort that can be expected to make significant contributions not only to the TBLT agenda itself but to the entire field of languages studies. 10 01 JB code tblt.8.08mcd 225 246 22 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Perceived benefits and challenges with the use of collaborative tasks in EFL contexts</TitleText> 1 A01 Kim McDonough McDonough, Kim Kim McDonough Concordia University 01 Drawing on interview data collected at a Thai university, this chapter gives voice to the experiences of instructors who have used tasks as the basis of EFL instruction. After highlighting the instructors&#8217; positive impressions, this chapter focuses on their perceived challenges with task-based language teaching, specifically whether it elicits the type of interaction that is believed to facilitate language development. Drawing on the findings of classroom-based studies carried out in a variety of EFL classrooms in Asia, this chapter examines whether task research has addressed these perceived challenges. Through reference to task studies carried out in other instructional settings, strategies for positively impacting the quality of peer interaction and avenues for future research in EFL contexts are provided. 10 01 JB code tblt.8.09ell 247 270 24 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Teachers evaluating tasks</TitleText> 1 A01 Rod Ellis Ellis, Rod Rod Ellis University of Auckland and Shanghai International Studies University 01 Conducting action research is not something that teachers always find easy. Nunan (1990) reported that teachers&#8217; action research proposals tended to be rather grand and unmanageable because they had failed to identify specific research questions. I propose that one practical way in which teachers can research their teaching is by carrying out micro-evaluations of instructional tasks. In this paper I report my experience of requiring students enrolled in a course on task-based teaching as part of their MA studies to undertake an evaluation of a task. They were first asked to design their own task in groups. They then planned a micro-evaluation of the task, taught the task and in the process collected data for the evaluation, and finally wrote a report. I use examples of their reports to discuss how they planned their evaluations, the process of conducting the evaluations, and the kinds of findings they came up with. I also examine the utility of such micro-evaluations as a means of developing teachers&#8217; understanding of task-based teaching. 10 01 JB code tblt.8.10sam 271 302 32 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Tasks, design, and the architecture of pedagogical spaces</TitleText> 1 A01 Virginia Samuda Samuda, Virginia Virginia Samuda Freelance 01 This chapter focuses on teachers&#8217; uses of pedagogical tasks in the classroom. It has long been recognised that the task-as-workplan inevitably changes once in process in the classroom (Breen, 1987). However, since relatively little empirical attention has been given to tasks in action in the classroom, we know remarkably little about how far workplans actually do change, and in what ways. This chapter highlights the role played by the teacher, intentionally and unintentionally, in making adjustments to the workplan prospectively in pre-lesson planning and dynamically while implementing the task in the classroom. To this end, I propose conceptualising the task as a succession of workplans, open to change at different phases of classroom use, and outline a framework for tracing those changes as the task unfolds in process. In the second part of the chapter, I apply this framework to the analysis of two teachers working with the same task. Drawing on teacher interviews, classroom transcripts and stimulated recalls, I show how one teacher appears to successively &#8216;re-task&#8217; the original workplan, while the other appears to unintentionally de-task it, and track the cumulative impacts of each change on the opportunities for language use created. I conclude the chapter with a brief consideration of how insights from a multidimensional approach to the workplan, such as the one proposed here, could be drawn on to support beginning teachers or those transitioning to TBLT. 10 01 JB code tblt.8.11van 303 320 18 Article 15 <TitleType>01</TitleType> <TitleText textformat="02">Task-based language education</TitleText> <Subtitle textformat="02">From theory to practice &#8230; and back again</Subtitle> 1 A01 Kris Van den Branden Van den Branden, Kris Kris Van den Branden Katholieke Universiteit Leuven 01 Task-based language teaching has been claimed to promote language acquisition by inviting learners to use language for meaningful purposes and focus on form while doing so. In this article, a range of classroom observation studies conducted in Flanders (Belgium) are reported, vividly illustrating the many ways in which teachers reinterpret tasks which were designed by professional syllabus developers. Some of these reinterpretations appear to be at odds with the basic principles underpinning the rationale behind TBLT. Moreover, different learners reinterpret the same task in various ways, and this may have a profound impact on the interactional and mental activity that the task gives rise to, and the actual learning that results. As such, these studies indicate that the practice of task-based classroom activity can and should inform the theory-building behind TBLT as much as the theory has been claimed to inspire practitioners. 10 01 JB code tblt.8.12ind 321 326 6 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20151105 2015 John Benjamins B.V. 02 WORLD 01 245 mm 02 174 mm 13 15 9789027207319 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 99.00 EUR R 01 05 Consumer price 00 33.00 EUR R 01 06 Institutional price 00 83.00 GBP Z 01 05 Consumer price 00 28.00 GBP Z 01 06 Institutional price inst 00 149.00 USD S 01 05 Consumer price cons 00 49.95 USD S 874014835 03 01 01 JB John Benjamins Publishing Company 01 JB code TBLT 8 Hb 15 9789027207319 13 2015029381 BB 01 TBLT 02 1877-346X Task-Based Language Teaching 8 <TitleType>01</TitleType> <TitleText textformat="02">Domains and Directions in the Development of TBLT</TitleText> <Subtitle textformat="02">A decade of plenaries from the international conference</Subtitle> 01 tblt.8 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.8 1 B01 Martin Bygate Bygate, Martin Martin Bygate Lancaster University 01 eng 349 xxiv 325 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 This volume brings together contemporary position statements and research reviews which were originally presented as Plenary Addresses to the Biennial International Conference on Task-Based Language Teaching, between 2005 and 2013. It thus assembles up-to-date reflections, critiques, and recommendations from influential researchers working within the TBLT paradigm over the last 30 years, thereby also highlighting most of the major theoretical perspectives so far developed. While the plenarists structured their chapters around their original presentations, they have been invited to update their thinking as they feel appropriate and in response to recent developments in the field. The collection thus offers representative and accessible coverage of a range of approaches to the overall philosophy of TBLT, to the relationship between TBLT and the study of second language acquisition, and to the development and implementation of TBLT as a comprehensive approach to language education, curriculum, and pedagogy. 04 09 01 https://benjamins.com/covers/475/tblt.8.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027207319.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027207319.tif 06 09 01 https://benjamins.com/covers/1200_front/tblt.8.hb.png 07 09 01 https://benjamins.com/covers/125/tblt.8.png 25 09 01 https://benjamins.com/covers/1200_back/tblt.8.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tblt.8.hb.png 10 01 JB code tblt.8.001ack vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgement</TitleText> 10 01 JB code tblt.8.002pre ix x 2 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Series Editors&#8217; Preface</TitleText> 10 01 JB code tblt.8.003aut xi xiv 4 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Authors&#8217; biodata</TitleText> 10 01 JB code tblt.8.004int xv xxiv 10 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 Martin Bygate Bygate, Martin Martin Bygate Lancaster University 10 01 JB code tblt.8.01lon 1 26 26 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">TBLT</TitleText> <Subtitle textformat="02">Building the road as we travel</Subtitle> 1 A01 Mike Long Long, Mike Mike Long University of Maryland 01 Developed since the early 1980s, Task-Based Language Teaching (TBLT) is informed by theory and research findings in instructed second language acquisition (ISLA), as well as general educational theory and practice, and responds to the growing demand for language programs tailored for learners with distinct functional needs in a second language (L2). The paper reviews TBLT&#8217;s rationale and psycholinguistic underpinnings, and then briefly describes procedures, problems, and findings in each of the six basic steps and components in designing, implementing, and evaluating a TBLT program &#8211; needs analysis, syllabus design, materials development, methodological principles and pedagogic procedures, student assessment, and course evaluation &#8211; before considering optimal and less than optimal settings for TBLT&#8217;s adoption. Expanded and modified considerably in response to developments in ISLA theory, research findings, and classroom implementation over the past 30&#43; years, TBLT remains a work in progress. As theorists, researchers, and practitioners, we are building the road as we travel. 10 01 JB code tblt.8.02nor 27 58 32 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Thinking and acting programmatically in taskbased language teaching</TitleText> <Subtitle textformat="02">Essential roles for program evaluation</Subtitle> 1 A01 John M. Norris Norris, John M. John M. Norris Georgetown University 01 Inquiry may play distinct roles in proposals for and practices of task-based language teaching (TBLT), from theorizing learning and developing taskbased pedagogy, to observing and judging the effectiveness of task-based ideas in practice, to ultimately understanding the value of TBLT as an approach to educational reform. In this paper, considering these diverse possibilities for inquiry in TBLT, I first reflect on the origins and practical impact of task-based ideas, highlighting their programmatic and educational scope. I then point to the lack of alignment between this programmatic orientation and prevailing emphases in much of the existing TBLT research. In response, I suggest that pragmatic traditions of program evaluation enable the critical articulation of inquiry with real needs of real educators to do real educational good in real program contexts. By examining published cases of TBLT program evaluation, I identify the ways in which they have contributed to both practical decision making in situ and to the accumulation of improved understandings about taskbased language education in general. I conclude with recommendations for the integration of program evaluation as a key development in advancing the value of TBLT endeavors. 10 01 JB code tblt.8.03ort 59 86 28 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Staking out the territory of technology-mediated TBLT</TitleText> 1 A01 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 2 A01 Marta González-Lloret González-Lloret, Marta Marta González-Lloret University of Hawai‘i at Manoa 01 In this chapter we survey areas of current interest in the use of technology for taskbased language teaching (TBLT) purposes and identify promising directions for pedagogy and research. We begin by reviewing the two vibrant topics of interaction and cognitive task complexity. We conclude that online interactions broadly promote the same processes that are known to facilitate second language (L2) learning in face-to-face interactions, albeit with interesting differences, whereas what constitutes cognitive task complexity online and how it may affect L2 learning remains ill understood. We then offer several exemplary illustrations of task-based investigations that have successfully leveraged the affordances of technology in non-trivial, creative ways. This is followed by a theoretical discussion of design principles for what we call technology-mediated TBLT. Finally, we examine two central benefits often boasted of tasks and technology: authenticity and motivation. We argue new technologies transform what counts as real-world within a traditional TBLT perspective and demand new understandings of &#8220;digital authenticity&#8221;; and we suggest theoretically principled ways must be found in the future to study motivational flows when experiencing specific tasks as well as complex motivational dynamics when adopting, integrating, or resisting any technology in general. Our hope is to help widen the scope of current discussions about the roles of technological innovation in TBLT and promote critical thinking about the harnessing of new technologies in task-based language education. 10 01 JB code tblt.8.04rob 87 122 36 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing</TitleWithoutPrefix> 1 A01 Peter Robinson Robinson, Peter Peter Robinson Aoyama Gakuin University 01 This chapter first summarises the basic pedagogic claim of the Cognition Hypothesis, that the cognitive demands of tasks be sequenced from simple to complex for learners, and describes a theoretically motivated model for syllabus designers and teachers to follow in planning and implementing such task sequences. This is followed by a description of the Triadic Componential Framework of task characteristics, which makes distinctions between task complexity, task conditions, and task difficulty. Next, I discuss the extent to which individual differences in cognitive and affective factors may mediate the effects of task complexity and task conditions on learning, interaction, and language production, and I argue for the need to research the interactions between task complexity/condition and task difficulty. The chapter concludes by identifying some points of contrast between the claims of the Cognition Hypothesis and Peter Skehan&#96;s Trade-Off Hypothesis, and the differences in their intended scope of application to pedagogy. 10 01 JB code tblt.8.05ske 123 156 34 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Limited Attention Capacity and Cognition</TitleText> <Subtitle textformat="02">Two hypotheses regarding second language performance on tasks</Subtitle> 1 A01 Peter Skehan Skehan, Peter Peter Skehan St. Mary’s University, Twickenham 01 The chapter is part of a Point-Counterpoint (with Robinson, this volume), exploring the Limited Attention Capacity (LAC) and Cognition Hypotheses (CH) as alternative accounts of second language task performance. It starts by presenting five principles which underlie the LAC, covering memory and attentional functioning; the dimensions of performance; the role of research on task characteristics and conditions; the linkage with Levelt&#8217;s model of speaking; and the notion of, and influences on task difficulty. Then a survey is presented of the empirical work that is relevant to the LAC, organised in terms of the stages of the Levelt Model. Next, the Cognition Hypothesis is described, particularly resource-directing and resource-dispersing features, and the hypothesis is critiqued, both in relation to the constructs of the model and in relation to relevant evidence. This leads to a comparison between the two approaches, regarding hinterland, regarding how influences on second language task performance are analysed, and regarding what the two approaches say, or do not say, about acquisition. Finally some suggestions are made as to how the two approaches may be brought into resolution, at least to some degree. 10 01 JB code tblt.8.06moh 157 192 36 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">Tasks, experiential learning, and meaning making activities</TitleText> <Subtitle textformat="02">A functional approach</Subtitle> 1 A01 Bernard A. Mohan Mohan, Bernard A. Bernard A. Mohan University of British Columbia and King’s College London 2 A01 Tammy Slater Slater, Tammy Tammy Slater Iowa State University 3 A01 Gulbahar H. Beckett Beckett, Gulbahar H. Gulbahar H. Beckett Iowa State University 4 A01 Esther Tong Tong, Esther Esther Tong Hong Kong Community College, The Hong Kong Polytechnic University 01 To address problems of low academic achievement by second language learners, task-based learning and teaching research must focus on academic content tasks that involve both form and meaning, language and content, academic discourse and disciplinary knowledge. How are such tasks 'experiential'? We draw upon a Systemic Functional Linguistic (SFL) analysis of language and discourse to develop a more adequate model of Kolb's experiential learning cycle that can capitalize on linguistic evidence, illuminate the analysis and development of language as a means of experiential learning, and locate experiential learning in the wider context of socio-semantic meaning-making activities. We illustrate this model with two contrasting examples: young children learning about magnetism, and college-level students learning about marketing. 10 01 JB code tblt.8.07byr 193 224 32 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">Linking &#8216;task&#8217; and curricular thinking</TitleText> <Subtitle textformat="02">An affirmation of the TBLT educational agenda</Subtitle> 1 A01 Heidi Byrnes Byrnes, Heidi Heidi Byrnes Georgetown University 01 The article argues that an important challenge for TBLT, as a fundamentally education-oriented effort within language teaching and learning studies, is to arrive at a foundation for the construct of &#8216;task&#8217; that captures its holistic understanding of language, language use, and language learning in a way that goes beyond affirming its orientation toward communication. If the construct of task is to facilitate learners&#8217; ability to expand their meaning-making capacities in oral and written discourse, attaining that goal will require a repositioning of &#8216;task&#8217; in a number of fundamental ways. The article highlights and discusses the opportunities for doing so by embedding task into a framework that is genre-oriented in its curricular thinking and task-based in its pedagogical manifestations. Specifically, it identifies parameters for curriculum development that would support fundamental TBLT interests; describes impediments to curricular thinking that must be overcome; introduces an understanding of curriculum that is suited to being translated into educational contexts; and offers a set of considerations that can provide the foundation for curriculum development. Ideally, these new forms of task-oriented curriculum development will involve a series of steps &#8216;from below&#8217;, a form of empowerment of educators, and a series of steps &#8216;from above&#8217;, where the adoption of a functional (as contrasted with a structural) theory of language, here represented by systemic functional linguistics, is likely to be crucial. When such a functional theory is further tailored to educational imperatives through the construct of genre, it is possible to reposition &#8216;task&#8217; as a genre-based educative effort that can be expected to make significant contributions not only to the TBLT agenda itself but to the entire field of languages studies. 10 01 JB code tblt.8.08mcd 225 246 22 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Perceived benefits and challenges with the use of collaborative tasks in EFL contexts</TitleText> 1 A01 Kim McDonough McDonough, Kim Kim McDonough Concordia University 01 Drawing on interview data collected at a Thai university, this chapter gives voice to the experiences of instructors who have used tasks as the basis of EFL instruction. After highlighting the instructors&#8217; positive impressions, this chapter focuses on their perceived challenges with task-based language teaching, specifically whether it elicits the type of interaction that is believed to facilitate language development. Drawing on the findings of classroom-based studies carried out in a variety of EFL classrooms in Asia, this chapter examines whether task research has addressed these perceived challenges. Through reference to task studies carried out in other instructional settings, strategies for positively impacting the quality of peer interaction and avenues for future research in EFL contexts are provided. 10 01 JB code tblt.8.09ell 247 270 24 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Teachers evaluating tasks</TitleText> 1 A01 Rod Ellis Ellis, Rod Rod Ellis University of Auckland and Shanghai International Studies University 01 Conducting action research is not something that teachers always find easy. Nunan (1990) reported that teachers&#8217; action research proposals tended to be rather grand and unmanageable because they had failed to identify specific research questions. I propose that one practical way in which teachers can research their teaching is by carrying out micro-evaluations of instructional tasks. In this paper I report my experience of requiring students enrolled in a course on task-based teaching as part of their MA studies to undertake an evaluation of a task. They were first asked to design their own task in groups. They then planned a micro-evaluation of the task, taught the task and in the process collected data for the evaluation, and finally wrote a report. I use examples of their reports to discuss how they planned their evaluations, the process of conducting the evaluations, and the kinds of findings they came up with. I also examine the utility of such micro-evaluations as a means of developing teachers&#8217; understanding of task-based teaching. 10 01 JB code tblt.8.10sam 271 302 32 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Tasks, design, and the architecture of pedagogical spaces</TitleText> 1 A01 Virginia Samuda Samuda, Virginia Virginia Samuda Freelance 01 This chapter focuses on teachers&#8217; uses of pedagogical tasks in the classroom. It has long been recognised that the task-as-workplan inevitably changes once in process in the classroom (Breen, 1987). However, since relatively little empirical attention has been given to tasks in action in the classroom, we know remarkably little about how far workplans actually do change, and in what ways. This chapter highlights the role played by the teacher, intentionally and unintentionally, in making adjustments to the workplan prospectively in pre-lesson planning and dynamically while implementing the task in the classroom. To this end, I propose conceptualising the task as a succession of workplans, open to change at different phases of classroom use, and outline a framework for tracing those changes as the task unfolds in process. In the second part of the chapter, I apply this framework to the analysis of two teachers working with the same task. Drawing on teacher interviews, classroom transcripts and stimulated recalls, I show how one teacher appears to successively &#8216;re-task&#8217; the original workplan, while the other appears to unintentionally de-task it, and track the cumulative impacts of each change on the opportunities for language use created. I conclude the chapter with a brief consideration of how insights from a multidimensional approach to the workplan, such as the one proposed here, could be drawn on to support beginning teachers or those transitioning to TBLT. 10 01 JB code tblt.8.11van 303 320 18 Article 15 <TitleType>01</TitleType> <TitleText textformat="02">Task-based language education</TitleText> <Subtitle textformat="02">From theory to practice &#8230; and back again</Subtitle> 1 A01 Kris Van den Branden Van den Branden, Kris Kris Van den Branden Katholieke Universiteit Leuven 01 Task-based language teaching has been claimed to promote language acquisition by inviting learners to use language for meaningful purposes and focus on form while doing so. In this article, a range of classroom observation studies conducted in Flanders (Belgium) are reported, vividly illustrating the many ways in which teachers reinterpret tasks which were designed by professional syllabus developers. Some of these reinterpretations appear to be at odds with the basic principles underpinning the rationale behind TBLT. Moreover, different learners reinterpret the same task in various ways, and this may have a profound impact on the interactional and mental activity that the task gives rise to, and the actual learning that results. As such, these studies indicate that the practice of task-based classroom activity can and should inform the theory-building behind TBLT as much as the theory has been claimed to inspire practitioners. 10 01 JB code tblt.8.12ind 321 326 6 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20151105 2015 John Benjamins B.V. 02 WORLD 01 245 mm 02 174 mm 08 790 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 36 01 02 JB 1 00 99.00 EUR R 02 02 JB 1 00 104.94 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 02 02 JB 1 00 83.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 01 gen 02 JB 1 00 149.00 USD 440014837 03 01 01 JB John Benjamins Publishing Company 01 JB code TBLT 8 Pb 15 9789027207326 13 2015029381 BC 01 TBLT 02 1877-346X Task-Based Language Teaching 8 <TitleType>01</TitleType> <TitleText textformat="02">Domains and Directions in the Development of TBLT</TitleText> <Subtitle textformat="02">A decade of plenaries from the international conference</Subtitle> 01 tblt.8 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.8 1 B01 Martin Bygate Bygate, Martin Martin Bygate Lancaster University 01 eng 349 xxiv 325 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 This volume brings together contemporary position statements and research reviews which were originally presented as Plenary Addresses to the Biennial International Conference on Task-Based Language Teaching, between 2005 and 2013. It thus assembles up-to-date reflections, critiques, and recommendations from influential researchers working within the TBLT paradigm over the last 30 years, thereby also highlighting most of the major theoretical perspectives so far developed. While the plenarists structured their chapters around their original presentations, they have been invited to update their thinking as they feel appropriate and in response to recent developments in the field. The collection thus offers representative and accessible coverage of a range of approaches to the overall philosophy of TBLT, to the relationship between TBLT and the study of second language acquisition, and to the development and implementation of TBLT as a comprehensive approach to language education, curriculum, and pedagogy. 04 09 01 https://benjamins.com/covers/475/tblt.8.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027207319.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027207319.tif 06 09 01 https://benjamins.com/covers/1200_front/tblt.8.pb.png 07 09 01 https://benjamins.com/covers/125/tblt.8.png 25 09 01 https://benjamins.com/covers/1200_back/tblt.8.pb.png 27 09 01 https://benjamins.com/covers/3d_web/tblt.8.pb.png 10 01 JB code tblt.8.001ack vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgement</TitleText> 10 01 JB code tblt.8.002pre ix x 2 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Series Editors&#8217; Preface</TitleText> 10 01 JB code tblt.8.003aut xi xiv 4 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Authors&#8217; biodata</TitleText> 10 01 JB code tblt.8.004int xv xxiv 10 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 1 A01 Martin Bygate Bygate, Martin Martin Bygate Lancaster University 10 01 JB code tblt.8.01lon 1 26 26 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">TBLT</TitleText> <Subtitle textformat="02">Building the road as we travel</Subtitle> 1 A01 Mike Long Long, Mike Mike Long University of Maryland 01 Developed since the early 1980s, Task-Based Language Teaching (TBLT) is informed by theory and research findings in instructed second language acquisition (ISLA), as well as general educational theory and practice, and responds to the growing demand for language programs tailored for learners with distinct functional needs in a second language (L2). The paper reviews TBLT&#8217;s rationale and psycholinguistic underpinnings, and then briefly describes procedures, problems, and findings in each of the six basic steps and components in designing, implementing, and evaluating a TBLT program &#8211; needs analysis, syllabus design, materials development, methodological principles and pedagogic procedures, student assessment, and course evaluation &#8211; before considering optimal and less than optimal settings for TBLT&#8217;s adoption. Expanded and modified considerably in response to developments in ISLA theory, research findings, and classroom implementation over the past 30&#43; years, TBLT remains a work in progress. As theorists, researchers, and practitioners, we are building the road as we travel. 10 01 JB code tblt.8.02nor 27 58 32 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Thinking and acting programmatically in taskbased language teaching</TitleText> <Subtitle textformat="02">Essential roles for program evaluation</Subtitle> 1 A01 John M. Norris Norris, John M. John M. Norris Georgetown University 01 Inquiry may play distinct roles in proposals for and practices of task-based language teaching (TBLT), from theorizing learning and developing taskbased pedagogy, to observing and judging the effectiveness of task-based ideas in practice, to ultimately understanding the value of TBLT as an approach to educational reform. In this paper, considering these diverse possibilities for inquiry in TBLT, I first reflect on the origins and practical impact of task-based ideas, highlighting their programmatic and educational scope. I then point to the lack of alignment between this programmatic orientation and prevailing emphases in much of the existing TBLT research. In response, I suggest that pragmatic traditions of program evaluation enable the critical articulation of inquiry with real needs of real educators to do real educational good in real program contexts. By examining published cases of TBLT program evaluation, I identify the ways in which they have contributed to both practical decision making in situ and to the accumulation of improved understandings about taskbased language education in general. I conclude with recommendations for the integration of program evaluation as a key development in advancing the value of TBLT endeavors. 10 01 JB code tblt.8.03ort 59 86 28 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Staking out the territory of technology-mediated TBLT</TitleText> 1 A01 Lourdes Ortega Ortega, Lourdes Lourdes Ortega Georgetown University 2 A01 Marta González-Lloret González-Lloret, Marta Marta González-Lloret University of Hawai‘i at Manoa 01 In this chapter we survey areas of current interest in the use of technology for taskbased language teaching (TBLT) purposes and identify promising directions for pedagogy and research. We begin by reviewing the two vibrant topics of interaction and cognitive task complexity. We conclude that online interactions broadly promote the same processes that are known to facilitate second language (L2) learning in face-to-face interactions, albeit with interesting differences, whereas what constitutes cognitive task complexity online and how it may affect L2 learning remains ill understood. We then offer several exemplary illustrations of task-based investigations that have successfully leveraged the affordances of technology in non-trivial, creative ways. This is followed by a theoretical discussion of design principles for what we call technology-mediated TBLT. Finally, we examine two central benefits often boasted of tasks and technology: authenticity and motivation. We argue new technologies transform what counts as real-world within a traditional TBLT perspective and demand new understandings of &#8220;digital authenticity&#8221;; and we suggest theoretically principled ways must be found in the future to study motivational flows when experiencing specific tasks as well as complex motivational dynamics when adopting, integrating, or resisting any technology in general. Our hope is to help widen the scope of current discussions about the roles of technological innovation in TBLT and promote critical thinking about the harnessing of new technologies in task-based language education. 10 01 JB code tblt.8.04rob 87 122 36 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing</TitleWithoutPrefix> 1 A01 Peter Robinson Robinson, Peter Peter Robinson Aoyama Gakuin University 01 This chapter first summarises the basic pedagogic claim of the Cognition Hypothesis, that the cognitive demands of tasks be sequenced from simple to complex for learners, and describes a theoretically motivated model for syllabus designers and teachers to follow in planning and implementing such task sequences. This is followed by a description of the Triadic Componential Framework of task characteristics, which makes distinctions between task complexity, task conditions, and task difficulty. Next, I discuss the extent to which individual differences in cognitive and affective factors may mediate the effects of task complexity and task conditions on learning, interaction, and language production, and I argue for the need to research the interactions between task complexity/condition and task difficulty. The chapter concludes by identifying some points of contrast between the claims of the Cognition Hypothesis and Peter Skehan&#96;s Trade-Off Hypothesis, and the differences in their intended scope of application to pedagogy. 10 01 JB code tblt.8.05ske 123 156 34 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Limited Attention Capacity and Cognition</TitleText> <Subtitle textformat="02">Two hypotheses regarding second language performance on tasks</Subtitle> 1 A01 Peter Skehan Skehan, Peter Peter Skehan St. Mary’s University, Twickenham 01 The chapter is part of a Point-Counterpoint (with Robinson, this volume), exploring the Limited Attention Capacity (LAC) and Cognition Hypotheses (CH) as alternative accounts of second language task performance. It starts by presenting five principles which underlie the LAC, covering memory and attentional functioning; the dimensions of performance; the role of research on task characteristics and conditions; the linkage with Levelt&#8217;s model of speaking; and the notion of, and influences on task difficulty. Then a survey is presented of the empirical work that is relevant to the LAC, organised in terms of the stages of the Levelt Model. Next, the Cognition Hypothesis is described, particularly resource-directing and resource-dispersing features, and the hypothesis is critiqued, both in relation to the constructs of the model and in relation to relevant evidence. This leads to a comparison between the two approaches, regarding hinterland, regarding how influences on second language task performance are analysed, and regarding what the two approaches say, or do not say, about acquisition. Finally some suggestions are made as to how the two approaches may be brought into resolution, at least to some degree. 10 01 JB code tblt.8.06moh 157 192 36 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">Tasks, experiential learning, and meaning making activities</TitleText> <Subtitle textformat="02">A functional approach</Subtitle> 1 A01 Bernard A. Mohan Mohan, Bernard A. Bernard A. Mohan University of British Columbia and King’s College London 2 A01 Tammy Slater Slater, Tammy Tammy Slater Iowa State University 3 A01 Gulbahar H. Beckett Beckett, Gulbahar H. Gulbahar H. Beckett Iowa State University 4 A01 Esther Tong Tong, Esther Esther Tong Hong Kong Community College, The Hong Kong Polytechnic University 01 To address problems of low academic achievement by second language learners, task-based learning and teaching research must focus on academic content tasks that involve both form and meaning, language and content, academic discourse and disciplinary knowledge. How are such tasks 'experiential'? We draw upon a Systemic Functional Linguistic (SFL) analysis of language and discourse to develop a more adequate model of Kolb's experiential learning cycle that can capitalize on linguistic evidence, illuminate the analysis and development of language as a means of experiential learning, and locate experiential learning in the wider context of socio-semantic meaning-making activities. We illustrate this model with two contrasting examples: young children learning about magnetism, and college-level students learning about marketing. 10 01 JB code tblt.8.07byr 193 224 32 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">Linking &#8216;task&#8217; and curricular thinking</TitleText> <Subtitle textformat="02">An affirmation of the TBLT educational agenda</Subtitle> 1 A01 Heidi Byrnes Byrnes, Heidi Heidi Byrnes Georgetown University 01 The article argues that an important challenge for TBLT, as a fundamentally education-oriented effort within language teaching and learning studies, is to arrive at a foundation for the construct of &#8216;task&#8217; that captures its holistic understanding of language, language use, and language learning in a way that goes beyond affirming its orientation toward communication. If the construct of task is to facilitate learners&#8217; ability to expand their meaning-making capacities in oral and written discourse, attaining that goal will require a repositioning of &#8216;task&#8217; in a number of fundamental ways. The article highlights and discusses the opportunities for doing so by embedding task into a framework that is genre-oriented in its curricular thinking and task-based in its pedagogical manifestations. Specifically, it identifies parameters for curriculum development that would support fundamental TBLT interests; describes impediments to curricular thinking that must be overcome; introduces an understanding of curriculum that is suited to being translated into educational contexts; and offers a set of considerations that can provide the foundation for curriculum development. Ideally, these new forms of task-oriented curriculum development will involve a series of steps &#8216;from below&#8217;, a form of empowerment of educators, and a series of steps &#8216;from above&#8217;, where the adoption of a functional (as contrasted with a structural) theory of language, here represented by systemic functional linguistics, is likely to be crucial. When such a functional theory is further tailored to educational imperatives through the construct of genre, it is possible to reposition &#8216;task&#8217; as a genre-based educative effort that can be expected to make significant contributions not only to the TBLT agenda itself but to the entire field of languages studies. 10 01 JB code tblt.8.08mcd 225 246 22 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Perceived benefits and challenges with the use of collaborative tasks in EFL contexts</TitleText> 1 A01 Kim McDonough McDonough, Kim Kim McDonough Concordia University 01 Drawing on interview data collected at a Thai university, this chapter gives voice to the experiences of instructors who have used tasks as the basis of EFL instruction. After highlighting the instructors&#8217; positive impressions, this chapter focuses on their perceived challenges with task-based language teaching, specifically whether it elicits the type of interaction that is believed to facilitate language development. Drawing on the findings of classroom-based studies carried out in a variety of EFL classrooms in Asia, this chapter examines whether task research has addressed these perceived challenges. Through reference to task studies carried out in other instructional settings, strategies for positively impacting the quality of peer interaction and avenues for future research in EFL contexts are provided. 10 01 JB code tblt.8.09ell 247 270 24 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Teachers evaluating tasks</TitleText> 1 A01 Rod Ellis Ellis, Rod Rod Ellis University of Auckland and Shanghai International Studies University 01 Conducting action research is not something that teachers always find easy. Nunan (1990) reported that teachers&#8217; action research proposals tended to be rather grand and unmanageable because they had failed to identify specific research questions. I propose that one practical way in which teachers can research their teaching is by carrying out micro-evaluations of instructional tasks. In this paper I report my experience of requiring students enrolled in a course on task-based teaching as part of their MA studies to undertake an evaluation of a task. They were first asked to design their own task in groups. They then planned a micro-evaluation of the task, taught the task and in the process collected data for the evaluation, and finally wrote a report. I use examples of their reports to discuss how they planned their evaluations, the process of conducting the evaluations, and the kinds of findings they came up with. I also examine the utility of such micro-evaluations as a means of developing teachers&#8217; understanding of task-based teaching. 10 01 JB code tblt.8.10sam 271 302 32 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Tasks, design, and the architecture of pedagogical spaces</TitleText> 1 A01 Virginia Samuda Samuda, Virginia Virginia Samuda Freelance 01 This chapter focuses on teachers&#8217; uses of pedagogical tasks in the classroom. It has long been recognised that the task-as-workplan inevitably changes once in process in the classroom (Breen, 1987). However, since relatively little empirical attention has been given to tasks in action in the classroom, we know remarkably little about how far workplans actually do change, and in what ways. This chapter highlights the role played by the teacher, intentionally and unintentionally, in making adjustments to the workplan prospectively in pre-lesson planning and dynamically while implementing the task in the classroom. To this end, I propose conceptualising the task as a succession of workplans, open to change at different phases of classroom use, and outline a framework for tracing those changes as the task unfolds in process. In the second part of the chapter, I apply this framework to the analysis of two teachers working with the same task. Drawing on teacher interviews, classroom transcripts and stimulated recalls, I show how one teacher appears to successively &#8216;re-task&#8217; the original workplan, while the other appears to unintentionally de-task it, and track the cumulative impacts of each change on the opportunities for language use created. I conclude the chapter with a brief consideration of how insights from a multidimensional approach to the workplan, such as the one proposed here, could be drawn on to support beginning teachers or those transitioning to TBLT. 10 01 JB code tblt.8.11van 303 320 18 Article 15 <TitleType>01</TitleType> <TitleText textformat="02">Task-based language education</TitleText> <Subtitle textformat="02">From theory to practice &#8230; and back again</Subtitle> 1 A01 Kris Van den Branden Van den Branden, Kris Kris Van den Branden Katholieke Universiteit Leuven 01 Task-based language teaching has been claimed to promote language acquisition by inviting learners to use language for meaningful purposes and focus on form while doing so. In this article, a range of classroom observation studies conducted in Flanders (Belgium) are reported, vividly illustrating the many ways in which teachers reinterpret tasks which were designed by professional syllabus developers. Some of these reinterpretations appear to be at odds with the basic principles underpinning the rationale behind TBLT. Moreover, different learners reinterpret the same task in various ways, and this may have a profound impact on the interactional and mental activity that the task gives rise to, and the actual learning that results. As such, these studies indicate that the practice of task-based classroom activity can and should inform the theory-building behind TBLT as much as the theory has been claimed to inspire practitioners. 10 01 JB code tblt.8.12ind 321 326 6 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20151105 2015 John Benjamins B.V. 02 WORLD 01 240 mm 02 170 mm 08 650 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 26 15 01 02 JB 1 00 33.00 EUR R 02 02 JB 1 00 34.98 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 15 02 02 JB 1 00 28.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 15 01 gen 02 JB 1 00 49.95 USD