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Produktbild: Teaching English: Task-Supported Language Learning
Band 3336

Teaching English: Task-Supported Language Learning

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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

19.01.2011

Abbildungen

zahlr. Tab.

Verlag

Utb GmbH

Seitenzahl

279

Maße (B/H)

15/21,5 cm

Gewicht

380 g

Farbe

Himbeer

Auflage

1

Sprache

Englisch

ISBN

978-3-8252-3336-5

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

19.01.2011

Abbildungen

zahlr. Tab.

Verlag

Utb GmbH

Seitenzahl

279

Maße (B/H)

15/21,5 cm

Gewicht

380 g

Farbe

Himbeer

Auflage

1

Sprache

Englisch

ISBN

978-3-8252-3336-5

Herstelleradresse

UTB GmbH
Industriestr. 2
70565 Stuttgart
Deutschland
Email: hallo-utb@utb.de
Url: www.utb.de
Telephone: +49 711 78295550
Fax: +49 711 7801376

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  • Produktbild: Teaching English: Task-Supported Language Learning
  • IntroductionTasks: Establishing the ContextTasks in Research and Language EducationWhat is a task?What role do tasks play in the EFL classroom?The emergence of tasks – why?Are there precursors to tasks?What research is available? What research is appropriate? Someimplications on how to develop language learning in a postmethodpedagogyTasks in Research: ResultsTasks in Second Language Learning ResearchSome general introductory remarksA survey of SLL task researchConclusion: On appropriate task researchTasks in Language Education: Task FeaturesTuning in: Evaluating the quality of task features on the basis ofyour experienceEstablishing the context: Relating task features to the learningcontextTask features that support language learningTasks: ProcessDeveloping a TSLL FrameworkTuning in: Reflecting on tasks as the central pedagogical unitSyllabuses: Organizing pedagogic tasksTasks in context: Explaining the role of coursebooksA German TSLL context: Presenting a task sequenceTasks in the classroom: Considering major aspects of task designTasks types: Finding the right mixA framework for TSLL: Sequencing tasksIllustrating the TSLL FrameworkPhase 1 Coursebook as resourcePhase 2 Pre-taskPhase 3 Task cyclePhase 4 Post-taskTask ComplexityTuning in: Evaluating task complexity of a primary coursebook taskTask complexity: A challenge for teachersSLL models of task complexityTask complexity: Pedagogical dimensionsInput (text) levelCommunicative and cognitive processing demandsTwo task examples: Evaluating task complexityThe 6th grade example: In the neighbourhood. Task listThe 9th/10th grade example: Seedfolks. Task listTeacher Role in TSLLTuning in: The relevance of the teacherResearch on the teacher: Types and relevance of researchFindings: Research on teacher role in TBLT/TSLLWhat can we learn from SLL research?What can we learn from classroom research?PerspectivesLearner Role in TSLLTuning in: The central role of the learnerDevelopments in research approaches on learners and tasksClassroom-based studies on learner roles in TSLLGeneral aspects that have been researchedSpecific aspects that have been researchedPerspectivesTasks: ContentDeveloping Intercultural Communicative Competences (ICC)Tuning in: Integrating language and culture in ICCLooking at a task exampleDeveloping ICC: A modelDesigning tasks based on Byram’s model: Some issuesLooking at research in ICCDeveloping multiliteracies: Incorporating a cultural studies approachSummarizing: A tentative ICC task sequenceIntegrating Skills: Different levels, scopes, demands and supportTuning in: Creating awareness of the relevance of skills in differentlanguage learning contextsGeneral task features that support language development andcontext-specific realisationsContext-specific attainment goalsContext-appropriate skills focusLearner-appropriate tasksContext-appropriate task demands and resulting task supportIllustrating task features: Task examples Talking about pets at differentlanguage learning levelsPrimary Level: Talking about pets (integrating skills)Secondary Level: Talking about pets (integrating skills)The Subskills of Lexico-Grammar and Focus on Form (FoF)Tuning in: Introducing the concept of lexico-grammarEvaluating a FoF exampleTeaching grammar following the PPP approachFoF in SLL researchA task-based example of teaching FoFGuidelines for developing FoF tasks in TSLLChallenges for teachersAssessing CompetencesTuning in: Clarifying terminologyWhy do we assess? Functions of assessmentHow do we assess? Principles of assessmentDirect performance-based and criterion-referenced assessmentFormative assessmentWhat is good assessment practice in a TSLL context?Which alternative forms of assessment support complex formsof assessment?ReferencesIndex