TBLT As a Researched Pedagogy. (Record no. 5476)
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| fixed length control field | 10104nam a22005293i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC5529441 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240724113401.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2018 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789027263728 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789027201218 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC5529441 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL5529441 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)1050457010 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | P53.T348 2018 |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 418.0071 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Samuda, Virginia. |
| 245 10 - TITLE STATEMENT | |
| Title | TBLT As a Researched Pedagogy. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1st ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Amsterdam/Philadelphia : |
| Name of producer, publisher, distributor, manufacturer | John Benjamins Publishing Company, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2018. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2018. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (302 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Task-Based Language Teaching Series ; |
| Volume/sequential designation | v.12 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Intro -- TBLT as a Researched Pedagogy -- Editorial page -- Title page -- Copyright page -- Table of contents -- Series editors' preface -- Introduction -- Relationships between TBLT research and TBLT pedagogy -- Directionality in TBLT research -- Relevance in TBLT research -- Transparency in TBLT research -- 'Towards' a researched pedagogy … -- The scope of the volume -- Conclusion -- References -- 1. How do beginning teachers conceptualise and enact tasks in school foreign language classrooms? -- Introduction -- Background -- Reflective practice -- The present study -- Background to the case -- The case in question -- Participants -- Languages programme -- Coursework assignments -- Tasks in action -- Task: Role-plays in groups of three. Languages: Chinese and French -- Task: Oral presentation. Language: Spanish -- Task: Whole class survey. Language: Spanish -- Task: 'Missing Person'. Language: Japanese -- Task: Board game. Language: Japanese -- Task: Problem-solving discussion. Language: Spanish -- Discussion -- Limitations and conclusion -- References -- 2. Teacher transformation of textbook tasks in Vietnamese EFL high school classrooms -- Introduction -- The study: Research methodology -- The participants -- The curriculum and the textbooks -- Data collection methods -- Data analysis -- Results and discussion -- Teacher choice of oral tasks (RQ 1) -- The teachers' rationales for divergence from textbook tasks (RQ3) -- Conclusions -- References -- 3. Teacher perceptions and use of tasks in school ESL classrooms -- Introduction -- Teachers and tasks -- Research into teacher perceptions and use of tasks -- Method -- Findings -- How teachers define tasks -- Goal orientation -- Authenticity and student needs -- Language focus and language choice -- Complexity -- How teachers structure and assess tasks -- Approaches to task structuring. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Task samples -- Approaches to task assessment -- Discussion -- Conclusion -- References -- Appendix A. Questionnaire -- Tasks in ESL classroom -- Appendix B. Tasks from category 1 -- Appendix C. Tasks from category 2 -- 4. The challenges of integrating focus on form within tasks -- Introduction -- Where are we now? Different perspectives on tasks -- Research context -- Literature review 1: SLL and classroom-based research on FonF -- Types of FonF -- Literature review 2: Research on the processes of second language teacher education and professional development -- The research question guiding our inquiry -- Methodology -- Exploratory practice -- Case study approach -- Participants -- Design -- Data collection -- Data analysis -- Results -- Category I: How are learners involved from the very beginning of the task? -- Category II: What function does language have in the classroom? -- Category III: What is the role of the grammatical form (grammar, lexis) in your lessons? -- Discussion -- Conclusion -- References -- Appendix -- (I) In what ways are learners involved in the task from the outset? This means for example … -- (II) What function does language have in the classroom? This means for example … -- (III) What is the role of the grammatical form in your tasks? -- (IV) When is awareness raising helpful and how should it be carried out? -- 5. Optimal conditions for TBLT? -- Introduction -- Optimal conditions for implementing TBLT -- The case studies -- Background and context -- Research approach -- Research focus -- Data collection and analysis -- Selection of case study participants -- Three teachers -- Case study 1: Graham -- Case study 2: David -- Case study 3: Helen -- Discussion -- Focus on meaning -- Authenticity -- Task outcomes -- Handling the relationship between tasks and particular forms -- Conclusion -- References. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 6. Task-based language teaching -- Introduction -- Implementing TBLT -- TBLT as an innovation -- Package deal or separate components? -- Method -- Background and context of data collection -- L2 learners -- The classes -- The four teachers -- The task-based syllabus -- Task sampling -- The tasks -- Task 1 (first day of the intervention): Statements on Belgium -- Task 2 (third day of the intervention): Storyboard: A newcomers' day in Belgium -- Task 3 (fifth day of the intervention): Invitation to the party -- Task 4 (seventh day of the intervention): Contrasts in memory -- Data collection -- Instrument for the general assessment of core TBLT principles -- MP2: Promote Learning by Doing (1) -- MP4: Provide Rich and Substantial Input (2) -- MP6: Focus on Form (3) -- MP7: Provide Negative Feedback (4) -- MP10: Individualize instruction (5) -- Scoring procedure -- Results -- General ratings -- Variation across tasks -- Ratings of principles -- Variation in ratings of principles -- Illustrative examples: The Memory Task -- Illustrative examples from the Memory Task in Class A -- Case 1. Teacher-learner interaction during the main phase in Class A -- Case 2: Teacher-learner interaction during main phase in Class A -- Illustrative examples from the Memory Task in Class B -- Case 3: Teacher-learner interaction during main phase in Class B -- Case 4: Teacher-learner interaction during main phase in Class B, Task 4 -- Discussion -- Conclusion and suggestions for further research -- References -- Appendix A: Overview of the selected tasks -- Appendix B -- Teacher's manual for Task 4 -- Appendix C -- Products that were developed during Task 4 -- 7. Researching TBLT for young, beginner learners in Japan -- English education for elementary children in Japan -- The starting point - Presentation, practice, production (PPP). |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Moving forward - Task-based language teaching -- Implementation of TBLT in my classroom -- Implementing input-based tasks for young, beginner learners -- Conducting a research project -- Conclusion -- References -- 8. Promoting learning from second language speaking tasks -- Introduction -- Background: Defining feedback -- Timing of feedback -- Feedback encouraging learner reflection -- Supplementing feedback: Comparators -- Learner views on comparators and feedback: Type and timing -- The task under study -- Pre-task -- Task 1: Private performance -- Debriefing 1 -- Task 2: Public performance -- Debriefing 2 -- Post-task -- Survey 1: In-session students -- Data collection -- Findings -- Usefulness -- Timing of chosen comparators -- Summary -- Survey 2: Pre-sessional students -- Data collection -- Findings -- Usefulness -- Timing of chosen comparators -- Discussion -- Reasons for differing perceptions -- A framework for accommodating learners' preferences -- Conclusion -- References -- Appendix 1.Role instructions -- Scenario 4: Deadline for an Essay -- Role A: Student -- Role B: Tutor -- 9. Tasks in the pedagogic space -- Introduction -- Study one: The task-based discussion forum -- Background -- Task design -- Participating students and tutors -- Research focus and data handling -- Findings: Students' perceptions of and engagement with the online discussion forum -- Findings: Tutor-student interaction in the online discussion forum -- Study two: Student engagement with feedback on written assignments -- Background -- Research focus -- Participants and data collection -- Data coding and analysis -- Findings: Student engagement with feedback -- Extract from Amy's interview -- Extract from Sadie's interview -- Extract from Miguel's interview -- Extract from Fe's interview -- Implications -- Pedagogic space: Affordances and limitations. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Framing tasks within the curriculum: Pedagogic issues for further consideration -- References -- Appendix: Example of a unit -- Introduction -- Initial task -- Discussion board writing task -- Reading task -- Discussion board writing task -- Summary and evaluation -- 10. Becoming a task-based teacher educator -- Background -- My beginnings as a teacher educator: The first year -- The problem -- Lack of experience -- Not seeing results and feeling ashamed at my self-perceived inefficacy -- The transition -- The Foreign Language Teaching Methodology course -- The Task-Based Language Teaching course -- The Teaching Practicum -- Teacher-training workshops in the community -- Conclusion -- References -- About the authors -- Index. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Language and languages-Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Second language acquisition. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Task analysis in education. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Van den Branden, Kris. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Bygate, Martin. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Samuda, Virginia |
| Title | TBLT As a Researched Pedagogy |
| Place, publisher, and date of publication | Amsterdam/Philadelphia : John Benjamins Publishing Company,c2018 |
| International Standard Book Number | 9789027201218 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Task-Based Language Teaching Series |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5529441">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5529441</a> |
| Public note | Click to View |
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