Product details:
| ISBN13: | 9781108494083 |
| ISBN10: | 11084940811 |
| Binding: | Hardback |
| No. of pages: | 430 pages |
| Size: | 234x156x27 mm |
| Weight: | 710 g |
| Language: | English |
| Illustrations: | 8 b/w illus. 29 tables |
| 146 |
Category:
Task-Based Language Teaching
Theory and Practice
Series:
Cambridge Applied Linguistics;
Publisher: Cambridge University Press
Date of Publication: 17 October 2019
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Publisher's listprice:
GBP 95.00
GBP 95.00
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41 297 (39 330 HUF + 5% VAT )
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Estimated delivery time: In stock at the publisher, but not at Prospero's office. Delivery time approx. 3-5 weeks.
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Short description:
A comprehensive account of the research and practice of task-based language teaching.
Long description:
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.
Table of Contents:
Part I. Introduction: 1. The pedagogic background to task-based language teaching; Part II. Theoretical Perspectives: 2. Cognitive-interactionist perspectives; 3. Psycholinguistic perspectives; 4. Sociocultural perspectives; 5. Psychological perspectives; 6. Educational perspectives; Part III. Pedagogical Perspectives: 7. Task-based syllabus design; 8. Methodology of task-based language teaching; 9. Task-based testing and assessment; Part IV. Investigating TBLT Programmes: 10. Comparative method studies; 11. Evaluating task-based language teaching; Part V. Moving Forward: 12. Responding to the critics of task-based language teaching; 13. Questions, challenges, and the future.
