Full Description
This volume brings together contemporary position statements and research reviews which were originally presented as Plenary Addresses to the Biennial International Conference on Task-Based Language Teaching, between 2005 and 2013. It thus assembles up-to-date reflections, critiques, and recommendations from influential researchers working within the TBLT paradigm over the last 30 years, thereby also highlighting most of the major theoretical perspectives so far developed. While the plenarists structured their chapters around their original presentations, they have been invited to update their thinking as they feel appropriate and in response to recent developments in the field. The collection thus offers representative and accessible coverage of a range of approaches to the overall philosophy of TBLT, to the relationship between TBLT and the study of second language acquisition, and to the development and implementation of TBLT as a comprehensive approach to language education, curriculum, and pedagogy.
Contents
1. Acknowledgement; 2. Series Editors' Preface; 3. Authors' biodata; 4. Introduction (by Bygate, Martin); 5. TBLT: Building the road as we travel (by Long, Mike); 6. Thinking and acting programmatically in taskbased language teaching: Essential roles for program evaluation (by Norris, John M.); 7. Staking out the territory of technology-mediated TBLT (by Ortega, Lourdes); 8. The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing (by Robinson, Peter); 9. Limited Attention Capacity and Cognition: Two hypotheses regarding second language performance on tasks (by Skehan, Peter); 10. Tasks, experiential learning, and meaning making activities: A functional approach (by Mohan, Bernard A.); 11. Linking 'task' and curricular thinking: An affirmation of the TBLT educational agenda (by Byrnes, Heidi); 12. Perceived benefits and challenges with the use of collaborative tasks in EFL contexts (by McDonough, Kim); 13. Teachers evaluating tasks (by Ellis, Rod); 14. Tasks, design, and the architecture of pedagogical spaces (by Samuda, Virginia); 15. Task-based language education: From theory to practice ... and back again (by Van den Branden, Kris); 16. Index
