Task-Based Language Learning and Teaching and Students' Use of the Mother Tongue

2011-04-18
Task-Based Language Learning and Teaching and Students' Use of the Mother Tongue

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  • Author: Anja Hilsenbeck
  • Publisher: GRIN Verlag
  • ISBN: 3640895304
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 12

Seminar paper from the year 2011 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Bamberg (Lehrstuhl für Didaktik der englischen Sprache und Literatur), course: Task based language learning and teaching, language: English, abstract: Although it is undisputable that task-based language learning and teaching seems to be an interesting and varied methodology regarding language classrooms, there may arise some difficulties when trying to implement this approach. One of the most challenging issues within task-based approaches is considered to be the students’ use of the mother tongue. This term paper aims to examine how to deal with mother tongue use in a task-based classroom, how to encourage target language use and finally, how mother tongue use is compatible with task-based approaches

Task-based Language Learning and Teaching

2003-04-03
Task-based Language Learning and Teaching

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  • Author: Rod Ellis
  • Publisher: Oxford University Press
  • ISBN: 9780194421591
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 404

This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.

Task-Based Language Learning and Teaching with Technology

2013-03-14
Task-Based Language Learning and Teaching with Technology

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  • Author: Michael Thomas
  • Publisher: Bloomsbury Publishing
  • ISBN: 1441138749
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 272

This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices.The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practioners and researchers in applied linguistics, second language acquisition and education studies.

Appropriate Methodology and Social Context

1994-09-22
Appropriate Methodology and Social Context

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  • Author: Adrian Holliday
  • Publisher: Cambridge University Press
  • ISBN: 9780521437455
  • Category : Education
  • Languages : en
  • Pages : 252

An ethnographic framework to describe the varying cultures of classrooms, teacher communities and student groups in different countries and educational contexts.

Reflections on Task-Based Language Teaching

2018-06-18
Reflections on Task-Based Language Teaching

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  • Author: Rod Ellis
  • Publisher: Multilingual Matters
  • ISBN: 1788920155
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 273

Task-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.

Task-Based Language Teaching

2019-10-17
Task-Based Language Teaching

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  • Author: Rod Ellis
  • Publisher: Cambridge University Press
  • ISBN: 1108494080
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 435

A comprehensive account of the research and practice of task-based language teaching.

Pedagogical Realities of Implementing Task-Based Language Teaching

2022-02-09
Pedagogical Realities of Implementing Task-Based Language Teaching

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  • Author: Rosemary Erlam
  • Publisher: John Benjamins Publishing Company
  • ISBN: 9027258163
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 294

This book documents how teachers, working in school foreign language learning contexts and teaching beginner learners of languages other than English, learn about and use tasks. It first presents a pedagogically researched account of how teachers learn about, design and evaluate tasks, after being introduced to TBLT during an in-service programme. The authors then go into classrooms to explore ways in which teachers continue to use tasks, as part of their regular ongoing classroom language programmes, following their in-service education. The book documents how the teachers use tasks to open up opportunities for language learning for students and investigates how teachers understand and position tasks and TBLT as relevant and of value to their teaching contexts. The challenges that teachers face in incorporating TBLT into their practice are also explored. The book suggests how the use of the task as a pedagogic tool may contribute to ongoing understanding about TBLT.

Using Tasks in Second Language Teaching

2020-07-07
Using Tasks in Second Language Teaching

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  • Author: Craig Lambert
  • Publisher: Multilingual Matters
  • ISBN: 1788929454
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 365

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 key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners’ concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.

Task-Based Language Teaching

2004-12-09
Task-Based Language Teaching

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  • Author: David Nunan
  • Publisher: Cambridge University Press
  • ISBN: 0521840171
  • Category : Education
  • Languages : en
  • Pages : 17

"A comprehensively revised edition of Designing tasks for the communicative classroom"--Cover.

Using Tasks in Second Language Teaching

2020-07-15
Using Tasks in Second Language Teaching

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  • Author: Craig Lambert
  • Publisher: Multilingual Matters
  • ISBN: 1788929462
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 511

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 key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners’ concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.