Task-based language teaching (TBLT) is now a well-established approach to teaching foreign languages which draws on theories of second language acquisition and on general educational principles. However, there remain a number of issues that need to be considered in designing and implementing TBLT in classroom settings. This book, written by a leading theorist in the field, bridges this gap by addressing the key issues which are important for its development. These issues include the difference between task-based and task-supported language teaching, the role of input tasks, how tasks engage learners, task complexity, catering for individual differences in learners and teacher-preparation for TBLT. Overall, the book provides a comprehensive account of TBLT and makes a significant contribution to the growing literature in the field.
Índice
Acknowledgements
Preface
Part 1: Background
Chapter 1: What Is Task-Based Language Teaching?
Chapter 2: Options in the Design of a Task-Based Language Teaching Curriculum: An Educational Perspective
Part 2: Focus on Tasks
Chapter 3: Task Complexity and Course Design
Chapter 4: Input-Based Tasks
Part 3: Focus on Task Performance
Chapter 5: Effects of Pre-Task Explicit Instruction on Task Performance and Language Acquisition
Chapter 6: Engagement with Tasks
Part 4: Focus on the Learner
Chapter 7: Individual Differences in Task-Based Language Teaching
Part 5: Focus on the Teacher
Chapter 8: Teacher Preparation for Task-Based Language Teaching
Chapter 9: Helping a Teacher to Get Started with Task-Based Language Teaching
Part 6: Conclusion
Chapter 10: Looking Back and Moving On
References
Appendix: Some Thoughts on the Use of AI for Researching and Teaching Tasks
Index
Colección Second Language Acquisition. ISBN 9781836680574 (rústica). Acceso restringido.
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