Tasks in Second Language Learning
Lieferzeit: Print on Demand - Lieferbar innerhalb von 3-5 Werktagen I
ISBN-13:
9781403911872
Veröffentl:
2007
Erscheinungsdatum:
28.11.2007
Seiten:
299
Autor:
Virginia Samuda
Gewicht:
406 g
Format:
218x139x23 mm
Sprache:
Englisch
Beschreibung:
Tasks in Second Language Learning aims to re-centre discussion of the ways in which language learning tasks can help offer a holistic approach to language learning, and to explore the research implications. It relates the broad educational and social science rationale for the use of tasks to the principles and practices of their classroom use. The authors provide a balanced review of research as a basis for exploring a broader research agenda. Throughout, the book offers telling illustration of the contributions of a range of specialists in research, teaching methodology and materials development, and of the authors' own argument.
Second language teaching carried out primarily through task-based learning and the best approaches to task design and use are a central research and practice interest
Introduction PART I: BACKGROUND Language Use, Holistic Activity and Second Language Learning Holistic Tasks in an Educational Context: Some Key Issues Holistic Tasks in a Research Context: Some Key Issues Tasks in Second Language Pedagogy Defining Pedagogic Tasks: Issues and Challenges Engaging Learning Processes: Implications for the Use of Second Language Tasks Researching Second Language Pedagogic Tasks PART II: INTERACTIONS BETWEEN RESEARCH AND PRACTICE Task Research from a Pedagogical Perspective Pedagogic Perspectives on Second Language Tasks PART III: EXPLORING TASKS Research Directions PART IV: RESOURCES Further Resources References Index
Tasks in Second Language Learning' aims to re-centre discussion of the ways in which language learning tasks can help offer a holistic approach to language learning, and to explore the research implications. It relates the broad educational and social science rationale for the use of tasks to the principles and practices of their classroom use. The authors provide a balanced review of research as a basis for exploring a broader research agenda. Throughout, the book offers telling illustration of the contributions of a range of specialists in research, teaching methodology and materials development, and of the authors' own argument.