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

Teaching English: Task-Supported Language Learning

Aus der Reihe StandardWissen Lehramt

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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

19.01.2011

Abbildungen

42 Abbildungen, zahlreiche Tabellen

Verlag

Utb GmbH

Seitenzahl

279

Maße (L/B/H)

21,4/15,1/2 cm

Gewicht

380 g

Auflage

1

Sprache

Deutsch, Englisch

ISBN

978-3-8252-3336-5

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

19.01.2011

Abbildungen

42 Abbildungen, zahlreiche Tabellen

Verlag

Utb GmbH

Seitenzahl

279

Maße (L/B/H)

21,4/15,1/2 cm

Gewicht

380 g

Auflage

1

Sprache

Deutsch, 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
  • Introduction

    Tasks: Establishing the Context

    Tasks in Research and Language Education

    What 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? Some

    implications on how to develop language learning in a postmethod

    pedagogy

    Tasks in Research: Results

    Tasks in Second Language Learning Research

    Some general introductory remarks

    A survey of SLL task research

    Conclusion: On appropriate task research

    Tasks in Language Education: Task Features

    Tuning in: Evaluating the quality of task features on the basis of

    your experience

    Establishing the context: Relating task features to the learning

    context

    Task features that support language learning

    Tasks: Process

    Developing a TSLL Framework

    Tuning in: Reflecting on tasks as the central pedagogical unit

    Syllabuses: Organizing pedagogic tasks

    Tasks in context: Explaining the role of coursebooks

    A German TSLL context: Presenting a task sequence

    Tasks in the classroom: Considering major aspects of task design

    Tasks types: Finding the right mix

    A framework for TSLL: Sequencing tasks

    Illustrating the TSLL Framework

    Phase 1 Coursebook as resource

    Phase 2 Pre-task

    Phase 3 Task cycle

    Phase 4 Post-task

    Task Complexity

    Tuning in: Evaluating task complexity of a primary coursebook task

    Task complexity: A challenge for teachers

    SLL models of task complexity

    Task complexity: Pedagogical dimensions

    Input (text) level

    Communicative and cognitive processing demands

    Two task examples: Evaluating task complexity

    The 6th grade example: In the neighbourhood. Task list

    The 9th/10th grade example: Seedfolks. Task list

    Teacher Role in TSLL

    Tuning in: The relevance of the teacher

    Research on the teacher: Types and relevance of research

    Findings: Research on teacher role in TBLT/TSLL

    What can we learn from SLL research?

    What can we learn from classroom research?

    Perspectives

    Learner Role in TSLL

    Tuning in: The central role of the learner

    Developments in research approaches on learners and tasks

    Classroom-based studies on learner roles in TSLL

    General aspects that have been researched

    Specific aspects that have been researched

    Perspectives

    Tasks: Content

    Developing Intercultural Communicative Competences (ICC)

    Tuning in: Integrating language and culture in ICC

    Looking at a task example

    Developing ICC: A model

    Designing tasks based on Byram’s model: Some issues

    Looking at research in ICC

    Developing multiliteracies: Incorporating a cultural studies approach

    Summarizing: A tentative ICC task sequence

    Integrating Skills: Different levels, scopes, demands and support

    Tuning in: Creating awareness of the relevance of skills in different

    language learning contexts

    General task features that support language development and

    context-specific realisations

    Context-specific attainment goals

    Context-appropriate skills focus

    Learner-appropriate tasks

    Context-appropriate task demands and resulting task support

    Illustrating task features: Task examples Talking about pets at different

    language learning levels

    Primary 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-grammar

    Evaluating a FoF example

    Teaching grammar following the PPP approach

    FoF in SLL research

    A task-based example of teaching FoF

    Guidelines for developing FoF tasks in TSLL

    Challenges for teachers

    Assessing Competences

    Tuning in: Clarifying terminology

    Why do we assess? Functions of assessment

    How do we assess? Principles of assessment

    Direct performance-based and criterion-referenced assessment

    Formative assessment

    What is good assessment practice in a TSLL context?

    Which alternative forms of assessment support complex forms

    of assessment?

    References

    Index