言語教授課題の策定<br>Designing Language Teaching Tasks

個数:

言語教授課題の策定
Designing Language Teaching Tasks

  • 提携先の海外書籍取次会社に在庫がございます。通常2週間で発送いたします。
    重要ご説明事項
    1. 納期遅延や、ご入手不能となる場合が若干ございます。
    2. 複数冊ご注文の場合、分割発送となる場合がございます。
    3. 美品のご指定は承りかねます。
  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 196 p.
  • 言語 ENG
  • 商品コード 9780333984864
  • DDC分類 418.0071

基本説明

Provides a researchbased account of how experienced teachers and task designers prepare activities for use in the language classroom.

Full Description


Short-listed for the British Council Innovation Awards 2004 that promote and reward excellence in English Language Teaching Designing Language Teaching Tasks provides a research-based account of how experienced teachers and task designers prepare activities for use in the language classroom. It gives detailed information on the procedures which designers follow. The book is a description of research and will therefore interest applied linguists and students in the field. It is written in a clear and comprehensible way, and should appeal to all those who want to learn to write good language teaching materials.

Table of Contents

        List of Figures                            ix
Acknowledgements x
Why Study Task Design? 1 (10)
Designing language teaching tasks: an 1 (1)
expertise study and a procedural analysis
Applied linguistic expertise studies: a 2 (2)
sparsely populated terrain
Tasks and activities 4 (2)
The need for applied linguistic expertise 6 (1)
studies
The ESRC project 7 (2)
The Leverhulme project 9 (1)
Plan of the book 9 (1)
Troublesome pronouns 10 (1)
Some Studies in Expertise 11 (17)
Studies into the general nature of 11 (6)
expertise
Specific expertise studies of particular 17 (10)
relevance
Conclusion 27 (1)
Studying Task Designers at Work 28 (28)
The design brief 28 (5)
Concurrent verbalisation 33 (7)
Alternative data collection methods 40 (2)
Coding the data 42 (8)
Development of `TADECS' 50 (6)
A Look at Two Designers 56 (17)
An S designer's protocol (D1 -- George) 57 (8)
An NS/T designer's protocol (D12 -- Colin) 65 (5)
George and Colin: a salient difference 70 (3)
Designing Language Teaching Tasks: 73 (23)
Beginnings
What happens at Read brief and Analyse 73 (2)
Analyse exemplified: a major difference 75 (2)
between S and NS/T designers
Questioning and commenting on the brief 77 (3)
Reviewing the brief 80 (2)
Identifying perspectives, frameworks and 82 (3)
important considerations
What decisions are made 85 (4)
Do designers do what they say they will 89 (3)
do?
What designers in fact do 92 (3)
The emerging picture 95 (1)
Designing Language Teaching Tasks: Middles 96 (30)
and Ends
Middles: the Explore macrostage 96 (13)
Ends: the Instantiate, Write TN and Write 109(17)
WS macrostages
The Good Task Designer: Some Hypotheses 126(12)
A general characterisation 126(2)
Characteristics of the good task designer 128(9)
Are the experts expert? By nature or 137(1)
nurture?
Evaluating and Teaching Task Design 138(8)
How expert are the experts? 138(5)
Teaching task design 143(2)
Envoy 145(1)
Appendix 1: TADECS Codes with Working 146(15)
Definitions and Notes
Appendix 2: Example of ATLAS.ti Coding 161(1)
Appendix 3: Example of an Action Box Sequence 162(2)
Appendix 4: Decisions Made by the End of Analyse 164(3)
Appendix 5: Some Designers Philosophise 167(7)
Appendix 6: The Designers' Tasks 174(11)
Notes 185(3)
References 188(5)
Index 193