Domains and Directions in the Development of TBLT
A decade of plenaries from the international conference
1st Edition
Published on 5. November 2015
XXIV, 325 pages
978-90-272-6782-5 (ISBN)
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.
More details
Other editions
Additional editions
Martin Bygate
Domains and Directions in the Development of TBLT
A decade of plenaries from the international conference
Book
11/2015
John Benjamins Publishing Co
€34.98
Shipment within 10-15 days
Martin Bygate
Domains and Directions in the Development of TBLT
A decade of plenaries from the international conference
Book
11/2015
John Benjamins Publishing Co
€104.94
Shipment within 10-15 days
Person
Content
- Domains and Directions in the Development of TBLT
- Editorial page
- Title page
- LCC data
- Table of contents
- Introduction
- The DNA of TBLT
- The fundamental challenge to the TBLT project
- The organisation of the volume
- Acknowledgments
- References
- TBLT
- TBLT: Definition and rationale
- TBLT's consistency with research findings on ISLA
- TBLT: A brief primer
- Task-based needs analysis
- Task syllabus design
- Production of task-based materials
- Methodology and pedagogy
- Task-based, criterion-referenced performance testing
- Program evaluation
- Does TBLT have a future?
- Building the road as we travel
- References
- Thinking and acting programmatically in task-based language teaching
- Introduction
- TBLT is a holistic and pragmatic educational endeavor
- Task-based ideas have influenced (language) education in a variety of ways
- The roots of TBLT in philosophy of education
- The role of inquiry in TBLT
- The potential of program evaluation
- Learning from TBLT evaluations
- Task-based language education and evaluation: Some final thoughts and recommendations
- Acknowledgements
- References
- Staking out the Territory of Technology-Mediated TBLT
- Introduction
- The inevitability of technology
- Task-based interactions online: What the research base tells teachers
- Cognitive complexity in technology-mediated tasks: An opening agenda
- Widening the scope: Beyond online translations of traditional tasks
- Technology-mediated tasks at their best: Some examples
- Traditional tasks reinvigorated by technological innovation and virtual excitement
- New tasks deriving from new mobile and social technologies
- When technology and tasks meet: Towards technology-mediated TBLT
- The challenge of authenticity in technology-mediated TBLT
- Multifaceted motivation in technology-mediated TBLT
- Concluding remarks
- References
- The Cognition Hypothesis, second language task demands and the SSARC model of pedagogic task sequencing
- Introduction
- Syllabus design
- Mapping pedagogic task design to real-world task demands
- Situating and distributing task cognition
- The Cognition Hypothesis
- Task Sequencing Principle 1
- Task Sequencing Principle 2
- The SSARC model
- The Triadic Componential Framework for task classification and sequencing
- Task Complexity
- Task Complexity and task sequencing
- Task Conditions
- Task Difficulty
- Mapping Task Complexity/Condition-Task Difficulty interactions
- Cognitive abilities and Task Complexity
- Broad summary of potentials for Task Complexity-Task Difficulty interactions
- Affective factors and Task Conditions
- The Cognition Hypothesis and the Trade-Off Hypothesis
- Summary and Conclusions
- Reference
- Limited Attention Capacity and Cognition
- Introduction
- The Limited Attention Capacity (LAC) Hypothesis: Underlying principles
- Evidence and theory
- Task research and the Levelt Model: General outline
- Conceptualiser Influences
- Formulator influences: Lemma retrieval
- Formulator influences: Syntactic encoding
- The Cognition Hypothesis
- Contrasts between the approaches
- Hinterland
- Analysing influences upon performance
- Acquisition
- Scope for resolution?
- Concluding remarks
- References
- Tasks, experiential learning and meaning making activities
- Introduction
- Systemic Functional Linguistics
- Learning Magnetism
- Learning Marketing
- Conclusion
- References
- Linking 'task' and curricular thinking
- Introduction
- Probing our roots, evaluating our progress
- Identifying parameters for curricular thinking in support of TBLT interests
- Identifying impediments to curriculum construction
- Entrenched practice-oriented impediments
- Entrenched disciplinary limitations
- Entrenched misunderstandings about curriculum
- Appropriate curricular thinking: From practice to disciplinary considerations
- Taking steps toward curriculum development
- Recent theoretical stances on instructed language learning
- Steps toward curricular thinking: The leap of faith from below
- Steps to curricular thinking: The conceptual possibilities from above
- Conclusions
- References
- Perceived benefits and challenges with the use of collaborative tasks in EFL contexts
- Introduction
- Positive perceptions about Task-based Language Teaching
- Perceived challenges with Task-based Language Teaching
- Students' language development
- Large enrollments
- Strategies for improving peer interaction
- Avenues for future research
- Expanding the analysis of task performance
- Addressing social factors
- Investigating tasks within longer instructional periods
- Examining learning outcomes at a curricular level
- Concluding remarks
- References
- Teachers Evaluating Tasks
- Introduction
- Practitioner research
- Micro-evaluation of tasks
- Investigating whether a task 'works'
- Some examples of micro-evaluations
- Jennifer Freeman
- Juanita Watts
- Vanesssa Marlow
- Daniel Willcocks
- Issues in the micro-evaluation of tasks
- Choosing and developing the tasks
- Task sequencing
- Task versus activity
- Process and product
- Students' perceptions
- Conclusion
- References
- Tasks, design and the architecture of pedagogical spaces
- Preamble.. of sharks and tasks
- 'Tasks'
- Tasks as a pedagogical tool
- Tasks in an educational context
- Tasks and their contexts of use
- 'Design'
- The practice of design
- The scope of design
- The multidimensional workplan
- 'The architecture of pedagogical spaces'
- Tasks as designed spaces
- Tasks as pedagogical spaces
- Tasks, design and pedagogical spaces: A reprise
- Workplans into process: The multi-dimensional workplan in action
- Two teachers, one task
- Tracking changes to the task: From Workplan0 to Workplan¹
- Tracking changes to the task: From Workplan¹ to Workplan²
- The retrospective workplan: Post-lesson reflection
- Putting the multi-dimensional workplan to use
- 'Reading' a task
- 'Design' as a multidimensional process
- Exploiting the pedagogical space of a task
- Sharks and tasks revisited
- References
- Index
