Using Tasks in Second Language Teaching: Practice in Diverse Contexts by Craig L

The Nile on eBay   FREE SHIPPING UK WIDE   Using Tasks in Second Language Teaching by Craig Lambert, Rhonda Oliver

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the benefits and challenges that teachers, program designers and researchers face in using tasks.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners' concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.

Author Biography

Craig Lambert is an Associate Professor of Applied Linguistics in the School of Education at Curtin University. His recent books include Task-Based Language Teaching: Theory and Practice (with R. Ellis et al., Cambridge, 2020) and Referent Similarity and Nominal Syntax in Task-Based Language Teaching (Springer, 2019).Rhonda Oliver is Professor and Head of the School of Education, Curtin University, Australia. Her publications include Teaching Through Peer Interaction (with R. Adams, Routledge, 2019) and Child Second Language Learning in Different Classroom Contexts (with B. Nguyen, Routledge, 2018).

Table of Contents

ContributorsChapter 1. Craig Lambert & Rhonda Oliver: Introduction: Tasks in ContextSection 1: Issues in Using TasksChapter 2. Craig Lambert: Instructional Frameworks for Using Tasks in Second Language InstructionChapter 3. Jonathan Newton and Trang Le Diem Bui: Low-Proficiency Learners and Task-Based Language TeachingChapter 4. Curtis Kelly: Some Principles for Interactive Task Design: Observations from an EFL Materials WriterChapter 5. Marta Gonzalez-Lloret: Using Technology-Mediated Tasks in Second Language Instruction to Connect Speakers InternationallyChapter 6. Lindy Norris: Using Tasks within Neo-liberal Educational EnvironmentsChapter 7. Rod Ellis: Teacher-Preparation for Task-based Language TeachingSection 2: Approaches to Using TasksChapter 8. Kyoko Hillman & Mike Long: A Task-based Needs Analysis for U.S. Foreign Service Officers: The Challenge of the Japanese Celebration SpeechChapter 9. Rhonda Oliver: Developing Authentic Tasks for the Workplace using Needs Analysis: A Case Study of Australian Aboriginal Vocational StudentsChapter 10. Tatiana Bogachenko & Rhonda Oliver: The Potential use of TBLT in Post-Soviet Society: Case Studies from UkraineChapter 11. Priscila Fabiane Farias & Raquel Carolina Souza Ferraz D`Ely: Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and PossibilitiesChapter 12. Maria Elena Solares Altamirano: Teachers' Responses to an Online Course on Task-Based Language Teaching in MexicoSection 3: Research on Using TasksChapter 13. Masatoshi Sato: Metacognitive instruction for Collaborative Interaction: The Process and Product of Self-regulated Learning in the Chilean EFL ContextChapter 14. Mohammad Ahmadian & Abbas Mansouri: Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL ContextChapter 15. YouJin Kim, Hyejin Cho & Haoshan Ren: Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and learners' PerceptionsChapter 16. Scott Aubrey: The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL ClassroomChapter 17. Ainara Imaz Agirre & María del Pilar García Mayo: The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners' Collaborative DialogueChapter 18. Justin Harris & Paul Leeming: The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese UniversityChapter 19. Rhonda Oliver & Craig Lambert: Future Directions for Research on Tasks in Second Language InstructionIndex 

Review

Task-based instruction features the integration of theory, research, and practice. However, what is missing in the literature is 'practice', that is, how to effectively implement task-based instruction by taking into account various factors at the macro and micro level. Lambert and Oliver fill a significant gap through this timely initiative. * Shaofeng Li, Florida State University, USA *This volume provides insights into teachers' practices and challenges when introducing tasks in their classroom, covering a wide range of international educational contexts. Pre-service and in-service teachers will benefit from the concrete advice about practical issues in implementing tasks in different contexts. It is also useful for researchers and postgraduate students in that it considers the effects of tasks on L2 acquisition and performance. * Natsuko Shintani, Kansai University, Japan *Lambert and Oliver have assembled an excellent variety of chapters on task-based instruction. They provide a huge breadth of coverage, of different age ranges and instructional contexts. Most distinctive are the wide geographical contexts and the range of ages which motivate the different studies. This is an important book for researchers and professionals alike, making important theoretical and practical contributions. * Peter Skehan, Birkbeck College, UK *Lambert and Oliver have done an admirable job of collating a rich and diverse collection of studies, all offering insights into how tasks can be used more effectively in real-world classrooms. -- Priska Pramastiwi, Victoria University of Wellington, New Zealand * Language Teaching for Young Learners 3:2 *Like the other volumes in this remarkable series, the chapters in this book not only reflect on key current theory, but also discuss useful and usable empirical findings [...] I would whole-heartedly recommend this book to any teacher, teacher educator, researcher, and decision maker with a stake in effective language education. -- Thomas A. Williams, University of Szeged, Hungary * ELT Journal, 2022 *[This book] offers insightful considerations on theoretical and empirical aspects, highlighting research, pedagogical needs, and practical implications for the foreign language classroom. The book is particularly useful for teachers willing to embrace a task-based instruction, as chapters exemplify a variety of information, opinion, and reasoning tasks (Ellis, 2009), include spoken, written , and hybrid modalities, examine traditional and online genres, and combine old and new resources. -- Laura Dubcovsky, University of California, Davis, USA * LINGUIST List 32.1542 *

Promotional

Caters to the needs of teachers who are using tasks in second language instruction in EFL and ESL contexts internationally

Long Description

This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners' concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.

Review Quote

This volume provides insights into teachers' practices and challenges when introducing tasks in their classroom, covering a wide range of international educational contexts. Pre-service and in-service teachers will benefit from the concrete advice about practical issues in implementing tasks in different contexts. It is also useful for researchers and postgraduate students in that it considers the effects of tasks on L2 acquisition and performance.

Promotional "Headline"

Caters to the needs of teachers who are using tasks in second language instruction in EFL and ESL contexts internationally

Details ISBN1788929438 Publisher Multilingual Matters Series Second Language Acquisition Year 2020 ISBN-10 1788929438 ISBN-13 9781788929431 Pages 368 Short Title Using Tasks in Second Language Teaching Language English Format Paperback Subtitle Practice in Diverse Contexts Series Number 143 DOI 10.21832/LAMBER9448 DEWEY 418.0071 Publication Date 2020-07-15 UK Release Date 2020-07-15 Imprint Multilingual Matters Country of Publication United Kingdom AU Release Date 2020-07-15 NZ Release Date 2020-07-15 Author Rhonda Oliver Alternative 9781788929448 Edited by Rhonda Oliver Audience Postgraduate, Research & Scholarly We've got this

At The Nile, if you're looking for it, we've got it.With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love!

30 DAY RETURN POLICY

No questions asked, 30 day returns!

FREE DELIVERY

No matter where you are in the UK, delivery is free.

SECURE PAYMENT

Peace of mind by paying through PayPal and eBay Buyer Protection TheNile_Item_ID:128995089;