Task-Based language learning and teaching : theoretical, methodological, and pedagogical perspectives
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Bibliographic Information
Task-Based language learning and teaching : theoretical, methodological, and pedagogical perspectives
（Duisburger Arbeiten zur Sprach- und Kulturwissenschaft = Duisburg papers on research in language and culture, Bd. 71）
Peter Lang, c2008
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Includes bibliographical references
"The present volume is based on a conference session on TBLT at the 20th Biannual Meeting of the German Association for L2 Research (Deutsche Gesellschaft für Fremdsprachenforschung; DGFF) at the University of Munich in October 2005"--Pref
Description and Table of Contents
Description
This volume is based on a conference session on task-based language learning and teaching at the 20th Biannual Meeting of the German Association for L2 Research (DGFF) at the University of Munich in October 2005. Though the empirical studies collected in this book vary considerably in focus, methodology and perspective, they all revolve around three central notions: "cognition", "process", and "communication / collaboration". Task-based language learning and teaching is now one of the most productive fields within the wider domain of Applied Linguistics and Second Language Acquisition Research. This volume brings together studies that have been conducted in Canada, Germany, Japan, New Zealand, and the USA. They investigate, respectively, the acquisition of L2 English, German, and Spanish in secondary and university education.
Table of Contents
Contents: Johannes Eckerth: Task-based language learning and teaching - old wine in new bottles? - Michael Schart: What matters in TBLT - task, teacher or team? An action research perspective from a beginning German language classroom - Silvia Pesce: Focused tasks in L2 Spanish grammar learning and teaching - Johannes Eckerth: Task-based learner-learner interaction: investigating learning opportunities, learning processes, and learning outcomes - David Ishii: Language dia-logs: consciousness-raising through collaborative reflection - Sabine Siekmann: Peer scaffolding and orientation towards the task during collaborative WebQuests - Paula Kruger: Cognitive processes in solving thinking-aloud tasks - Lena Heine: Task-based cognition of bilingual learners in subject-specific contexts - Helmut Johannes Vollmer: Constructing tasks for content and language integrated learning and assessment - Joerg-U. Kessler: Communicative tasks and second language profiling: linguistic and pedagogic implications.
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