| 000 | 10104nam a22005293i 4500 | ||
|---|---|---|---|
| 001 | EBC5529441 | ||
| 003 | MiAaPQ | ||
| 005 | 20240724113401.0 | ||
| 006 | m o d | | ||
| 007 | cr cnu|||||||| | ||
| 008 | 240724s2018 xx o ||||0 eng d | ||
| 020 |
_a9789027263728 _q(electronic bk.) |
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| 020 | _z9789027201218 | ||
| 035 | _a(MiAaPQ)EBC5529441 | ||
| 035 | _a(Au-PeEL)EBL5529441 | ||
| 035 | _a(OCoLC)1050457010 | ||
| 040 |
_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ |
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| 050 | 4 | _aP53.T348 2018 | |
| 082 | 0 | _a418.0071 | |
| 100 | 1 | _aSamuda, Virginia. | |
| 245 | 1 | 0 | _aTBLT As a Researched Pedagogy. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aAmsterdam/Philadelphia : _bJohn Benjamins Publishing Company, _c2018. |
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| 264 | 4 | _c©2018. | |
| 300 | _a1 online resource (302 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 |
_aTask-Based Language Teaching Series ; _vv.12 |
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| 505 | 0 | _aIntro -- 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 | _aTask 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 | _a6. 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 | _aMoving 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 | _aFraming 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 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic 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 | _aLanguage and languages-Study and teaching. | |
| 650 | 0 | _aSecond language acquisition. | |
| 650 | 0 | _aTask analysis in education. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 | _aVan den Branden, Kris. | |
| 700 | 1 | _aBygate, Martin. | |
| 776 | 0 | 8 |
_iPrint version: _aSamuda, Virginia _tTBLT As a Researched Pedagogy _dAmsterdam/Philadelphia : John Benjamins Publishing Company,c2018 _z9789027201218 |
| 797 | 2 | _aProQuest (Firm) | |
| 830 | 0 | _aTask-Based Language Teaching Series | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5529441 _zClick to View |
| 999 |
_c5476 _d5476 |
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