Foundational principles of task-based language teaching
This book is available Open Access. This book introduces readers to the concept of task-based language teaching (TBLT), a learner-centred and experiential approach to language teaching and learning. Based on the premise that language learners can enhance their second language acquisition (SLA)...
| Otros Autores: | |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
London ; New York, New York :
Routledge
2021.
[2021] |
| Edición: | 1st ed |
| Colección: | ESL and Applied Linguistics Professional
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| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009510097306719 |
Tabla de Contenidos:
- Cover
- Half Title
- Series Page
- Title Page
- Copyright Page
- Table of Contents
- Acknowledgements
- Author Biography
- Preface
- PART I: Theorising TBLT
- 1. Languages: How Are They Learned and How Should They Be Taught?
- Introduction
- Language Learning and Teaching in the Classroom
- Advancing the Communicative Agenda: Communicative Language Teaching
- Putting CLT into Practice
- Conclusion
- Suggested Further Reading
- 2. Input, Output and Interaction - Crucial Foundations for TBLT
- Introduction
- The Input Hypothesis
- The Output Hypothesis
- The Interaction Hypothesis
- Interactionism - The Sociocultural Perspective
- Skill Acquisition Theory
- Usage-based Theories
- Relating Theoretical Perspectives to TBLT
- Tasks for Purposes of Input, Output and Interaction
- Conclusion
- Suggested Further Reading
- 3. The Construct of Task for the Purposes of TBLT
- Introduction
- Task - Broadly Defined
- Task - Early Definitions
- Task - More Narrowly Defined
- Tasks in Practice
- Task Types - Broadening the Considerations
- Conclusion
- Suggested Further Reading
- PART II: Practising TBLT
- 4. Putting TBLT into Practice: The Bigger Picture
- Introduction
- Some Contexts Where TBLT Ideas Have Been Introduced
- Implications for Implementing TBLT
- Recapping a Bit of History
- Polarisations within TBLT
- The Importance of the Syllabus
- Different Syllabi for Different Purposes
- The Teacher's Role in Enacting the Syllabus
- Conclusion
- Suggested Further Reading
- 5. Evaluating, Sequencing and Scaffolding Tasks
- Introduction
- Task Evaluation
- Task Sequencing
- Task Scaffolding - The Pre-task Phase
- Task Scaffolding - Moving into the Task Phase
- Task Scaffolding - An Example in Practice
- Conclusion
- Suggested Further Reading
- 6. Attending to Grammar in TBLT
- Introduction.
- Long's Triadic Model
- A Complementary Triadic Model
- Attending to Form in TBLT
- Form Focus - The During-task Phase
- Form Focus - The Post-task Phase
- Conclusion
- Suggested Further Reading
- PART III: Evaluating TBLT
- 7. Using Tasks for Classroom Assessment Purposes
- Introduction
- Assessing Students' Learning
- What Is Assessment?
- Collecting Evidence of Linguistic Proficiency
- Towards Communicative Language Testing
- Broader Considerations with Regard to Assessment
- Towards Task-based Language Assessment (TBLA)
- Construct-based Assessments
- Reliability and Construct Validity
- Other Sources of Evidence of Learning Gains
- A Note on High-stakes Assessments
- Conclusion
- Suggested Further Reading
- 8. Classroom and Programme-level Evaluations of TBLT
- Introduction
- The Micro-evaluation of TBLT Implementation
- The Macro-evaluation of TBLT Implementation
- Revisiting the Contexts Where TBLT Ideas Have Been Introduced
- Conclusion
- Suggested Further Reading
- 9. The Potential and the Challenge of TBLT: Arguments For and Arguments Against
- Introduction
- The TBLT Initiative and Its Theoretical and Pedagogical Underpinnings
- When Theory and Practice Collide
- Conclusion
- Suggested Further Reading
- Postface
- Index.
