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. 04.0_pp_iv_iv_Copyright_page 1 05.0_pp_v_vi_Contents 5 06.0_pp_vii_vii_Figures 7 07.0_pp_viii_x_Tables 8 08.0_pp_xi_xii_Series_Editors_Preface 11 09.0_pp_xiii_xvi_Authors_Preface 13 10.0_pp_1_26_Introduction 17 10.1_pp_3_26_The_Pedagogic_Background_to_Task-Based_Language_Teaching 19 11.0_pp_27_174_Theoretical_Perspectives 43 11.1_pp_29_63_Cognitive-Interactionist_Perspectives 45 11.2_pp_64_102_Psycholinguistic_Perspectives 80 11.3_pp_103_128_Sociocultural_Perspectives 119 11.4_pp_129_154_Psychological_Perspectives 145 11.5_pp_155_174_Educational_Perspectives 171 12.0_pp_175_280_Pedagogical_Perspectives 191 12.1_pp_179_207_Task-Based_Syllabus_Design 195 12.2_pp_208_240_Methodology_of_Task-Based_Language_Teaching 224 12.3_pp_241_280_Task-Based_Testing_and_Assessment 257 13.0_pp_281_330_Investigating_Task-Based_Programmes 297 13.1_pp_283_302_Comparative_Method_Studies 299 13.2_pp_303_330_Evaluating_Task-Based_Language_Teaching 319 14.0_pp_331_370_Moving_Forward 347 14.1_pp_333_352_Responding_to_the_Critics_of_Task-Based_Language_Teaching 349 14.2_pp_353_370_Questions_Challenges_and_the_Future 369 15.0_pp_371_373_Endnotes 387 16.0_pp_374_411_References 390 17.0_pp_412_418_Index 428 "Task-based language teaching is an approach which differs from traditional approaches by emphasizing 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 books 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"-- Provided by publisher
