Task-based language teaching theory and practice

Rod Ellis · Peter Skehan · Shaofeng Li · Natsuko Shintani · Craig Lambert

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

The pedagogic background to task-based language teaching -- Cognitive-interactionist perspectives -- Psycholinguistic perspectives -- Sociocultural perspectives -- Psychological perspectives -- Educational perspectives -- Task-based syllabus design -- Methodology of task-based language teaching -- Task-based testing and assessment -- Comparative method studies -- Evaluating task-based language teaching -- Responding to the critics of task-based language teaching -- Questions, challenges, and the future.

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References

2004School Engagement: Potential of the Concept, State of the Evidence 1986Foreign Language Classroom Anxiety 1990The Role of Consciousness in Second Language Learning1 1967THE SIGNIFICANCE OF LEARNER'S ERRORS 2000Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis 1997CORRECTIVE FEEDBACK AND LEARNER UPTAKE 1991Focus on Form 1998Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together

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2021The Cambridge Handbook of Task-Based Language Teaching 2021Foundational Principles ofTask-Based Language Teaching 2020Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication 2021Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours 2021Options in a task-based language-teaching curriculum 2021Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language

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