Using Tasks in Second Language Teaching : Practice in Diverse Contexts /
Using Tasks in Second Language Teaching : Practice in Diverse Contexts /
ed. by Craig Lambert, Rhonda Oliver.
- 1 online resource (368 p.)
- Second Language Acquisition ; 143 .
Frontmatter -- Contents -- Contributors -- 1 Introduction: Tasks in Context -- Part 1: Issues in Using Tasks -- 2 Frameworks for Using Tasks in Second Language Instruction -- 3 Low-Proficiency Learners and Task-Based Language Teaching -- 4 Some Principles for Interactive Task Design: Observations from an EFL Materials Writer -- 5 Using Technology- Mediated Tasks in Second Language Instruction to Connect Speakers Internationally -- 6 Using Tasks within Neoliberal Educational Environments -- 7 Teacher-Preparation for Task-Based Language Teaching -- Part 2: Approaches to Using Tasks -- 8 A Task-Based Needs Analysis for US Foreign Service Officers: The Challenge of the Japanese Celebration Speech -- 9 Developing Authentic Tasks for the Workplace Using Needs Analysis: A Case Study of Australian Aboriginal Vocational Students -- 10 The Potential Use of Tasks in Post-Soviet Schools: Case Studies from Ukraine -- 11 Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and Possibilities -- 12 Teachers’ Responses to an Online Course on Task-Based Language Teaching in Mexico -- Part 3: Research on Using Tasks -- 13 Metacognitive Instruction for Collaborative Interaction: The Process and Product of Self-Regulated Learning in the Chilean EFL Context -- 14 Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context -- 15 Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and Learners’ Perceptions -- 16 The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL Classroom -- 17 The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative Dialogue -- 18 The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University -- 19 Conclusion: Future Directions for Research on Tasks in Second Language Instruction -- Index
restricted access http://purl.org/coar/access_right/c_16ec
This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the benefits and challenges that teachers, program designers and researchers face in using tasks.
Mode of access: Internet via World Wide Web.
In English.
9781788929448 9781788929455
10.21832/9781788929455 doi
Language and languages--Study and teaching.
Second language acquisition.
Examinations & assessment.
Language learning: specific skills.
Language teaching theory & methods.
LANGUAGE ARTS & DISCIPLINES / Study & Teaching.
P118.2 / .U836 2020
418.0071
Frontmatter -- Contents -- Contributors -- 1 Introduction: Tasks in Context -- Part 1: Issues in Using Tasks -- 2 Frameworks for Using Tasks in Second Language Instruction -- 3 Low-Proficiency Learners and Task-Based Language Teaching -- 4 Some Principles for Interactive Task Design: Observations from an EFL Materials Writer -- 5 Using Technology- Mediated Tasks in Second Language Instruction to Connect Speakers Internationally -- 6 Using Tasks within Neoliberal Educational Environments -- 7 Teacher-Preparation for Task-Based Language Teaching -- Part 2: Approaches to Using Tasks -- 8 A Task-Based Needs Analysis for US Foreign Service Officers: The Challenge of the Japanese Celebration Speech -- 9 Developing Authentic Tasks for the Workplace Using Needs Analysis: A Case Study of Australian Aboriginal Vocational Students -- 10 The Potential Use of Tasks in Post-Soviet Schools: Case Studies from Ukraine -- 11 Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and Possibilities -- 12 Teachers’ Responses to an Online Course on Task-Based Language Teaching in Mexico -- Part 3: Research on Using Tasks -- 13 Metacognitive Instruction for Collaborative Interaction: The Process and Product of Self-Regulated Learning in the Chilean EFL Context -- 14 Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context -- 15 Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and Learners’ Perceptions -- 16 The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL Classroom -- 17 The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative Dialogue -- 18 The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University -- 19 Conclusion: Future Directions for Research on Tasks in Second Language Instruction -- Index
restricted access http://purl.org/coar/access_right/c_16ec
This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the benefits and challenges that teachers, program designers and researchers face in using tasks.
Mode of access: Internet via World Wide Web.
In English.
9781788929448 9781788929455
10.21832/9781788929455 doi
Language and languages--Study and teaching.
Second language acquisition.
Examinations & assessment.
Language learning: specific skills.
Language teaching theory & methods.
LANGUAGE ARTS & DISCIPLINES / Study & Teaching.
P118.2 / .U836 2020
418.0071