Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
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.
Ellis provides a lucid, state of the art account of the central debates in task based language teaching. He synthesizes decades of scholarship into highly readable, well argued positions that will inform research agendas and guide task design, language teaching, and teacher education into the future. A must-read for anyone serious about TBLT.
Rod Ellis is Distinguished Emeritus Professor of the University of Auckland, New Zealand and Emeritus Distinguished Research Professor of Curtin University, Australia. He is a leading scholar in the field of applied linguistics and is an elected fellow of the Royal Society of New Zealand. His work has won several awards including the Kenneth W. Mildenberger and Duke of Edinburgh book prizes.
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