Full Description
Leading theorist directly addresses the issues and criticisms that surround the development and implementation of TBLT
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.
Contents
Preface
Section A. 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
Section B. Focus on Tasks
Chapter 3. Task Complexity and Course Design
Chapter 4. Input-Based Tasks
Section C. Focus on Task-Performance
Chapter 5. Effects of Pre-Task Explicit Instruction on Task Performance and Language Acquisition
Chapter 6. Engagement with Tasks
Section D. Focus on the Learner
Chapter 7. Investigating Individual Differences in Task-Based Language Teaching
Section E. Focus on the Teacher
Chapter 8. Teacher Preparation for Task-Based Language Teaching
Chapter 9. Mentoring a Teacher Innovating with Task-Based Language Teaching
Section F. Conclusion
Chapter 10. Looking Back and Moving on
References
Appendix. Some Thoughts on the use of AI for Researching and Using Tasks
