The book introduces a promising approach to language teaching. It uses carefully designed language learning tasks that have the potential to motivate learners to get involved. The book discusses current research on tasks and presents appropriate classroom language learning procedures. It recognises the fact that the coursebook is a basic feature of language learning in most EFL contexts and demonstrates how it can become more task-supported.In diesem utb wird ein neuer, stark diskutierter Ansatz für den Fremdsprachenunterricht vorgestellt. Es geht darum, Lernaufgaben zu formulieren, die…mehr
The book introduces a promising approach to language teaching. It uses carefully designed language learning tasks that have the potential to motivate learners to get involved. The book discusses current research on tasks and presents appropriate classroom language learning procedures. It recognises the fact that the coursebook is a basic feature of language learning in most EFL contexts and demonstrates how it can become more task-supported.In diesem utb wird ein neuer, stark diskutierter Ansatz für den Fremdsprachenunterricht vorgestellt. Es geht darum, Lernaufgaben zu formulieren, die helfen, Schüler zu motivieren, sich aktiv einzubringen. Die Leser werden über den aktuellen fachdidaktischen Erkenntnisstand zum Thema und konkrete Unterrichtsgestaltungen informiert. Dass das Lehrbuch im Englischunterricht immer noch eine zentrale Rolle spielt, findet bei diesen Überlegungen angemessene Berücksichtigung.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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Autorenporträt
Müller-Hartmann, Andreas Prof. Dr. Andreas Müller-Hartmann lehrt an der PH Heidelberg.
Schocker-von Ditfurth, Marita Prof. Dr. Marita Schocker-von Ditfurth lehrt an der PH Freiburg.
Prof. Dr. Andreas Müller-Hartmann lehrt an der PH Heidelberg.
Inhaltsangabe
IntroductionTasks: Establishing the ContextTasks in Research and Language EducationWhat is a task?What role do tasks play in the EFL classroom?The emergence of tasks - why?Are there precursors to tasks?What research is available? What research is appropriate? Someimplications on how to develop language learning in a postmethodpedagogyTasks in Research: ResultsTasks in Second Language Learning ResearchSome general introductory remarksA survey of SLL task researchConclusion: On appropriate task researchTasks in Language Education: Task FeaturesTuning in: Evaluating the quality of task features on the basis ofyour experienceEstablishing the context: Relating task features to the learningcontextTask features that support language learningTasks: ProcessDeveloping a TSLL FrameworkTuning in: Reflecting on tasks as the central pedagogical unitSyllabuses: Organizing pedagogic tasksTasks in context: Explaining the role of coursebooksA German TSLL context: Presenting a task sequenceTasks in the classroom: Considering major aspects of task designTasks types: Finding the right mixA framework for TSLL: Sequencing tasksIllustrating the TSLL FrameworkPhase 1 Coursebook as resourcePhase 2 Pre-taskPhase 3 Task cyclePhase 4 Post-taskTask ComplexityTuning in: Evaluating task complexity of a primary coursebook taskTask complexity: A challenge for teachersSLL models of task complexityTask complexity: Pedagogical dimensionsInput (text) levelCommunicative and cognitive processing demandsTwo task examples: Evaluating task complexityThe 6th grade example: In the neighbourhood. Task listThe 9th/10th grade example: Seedfolks. Task listTeacher Role in TSLLTuning in: The relevance of the teacherResearch on the teacher: Types and relevance of researchFindings: Research on teacher role in TBLT/TSLLWhat can we learn from SLL research?What can we learn from classroom research?PerspectivesLearner Role in TSLLTuning in: The central role of the learnerDevelopments in research approaches on learners and tasksClassroom-based studies on learner roles in TSLLGeneral aspects that have been researchedSpecific aspects that have been researchedPerspectivesTasks: ContentDeveloping Intercultural Communicative Competences (ICC)Tuning in: Integrating language and culture in ICCLooking at a task exampleDeveloping ICC: A modelDesigning tasks based on Byram's model: Some issuesLooking at research in ICCDeveloping multiliteracies: Incorporating a cultural studies approachSummarizing: A tentative ICC task sequenceIntegrating Skills: Different levels, scopes, demands and supportTuning in: Creating awareness of the relevance of skills in differentlanguage learning contextsGeneral task features that support language development andcontext-specific realisationsContext-specific attainment goalsContext-appropriate skills focusLearner-appropriate tasksContext-appropriate task demands and resulting task supportIllustrating task features: Task examples Talking about pets at differentlanguage learning levelsPrimary Level: Talking about pets (integrating skills)Secondary Level: Talking about pets (integrating skills)The Subskills of Lexico-Grammar and Focus on Form (FoF)Tuning in: Introducing the concept of lexico-grammarEvaluating a FoF exampleTeaching grammar following the PPP approachFoF in SLL researchA task-based example of teaching FoFGuidelines for developing FoF tasks in TSLLChallenges for teachersAssessing CompetencesTuning in: Clarifying terminologyWhy do we assess? Functions of assessmentHow do we assess? Principles of assessmentDirect performance-based and criterion-referenced assessmentFormative assessmentWhat is good assessment practice in a TSLL context?Which alternative forms of assessment support complex formsof assessment?ReferencesIndex
IntroductionTasks: Establishing the ContextTasks in Research and Language EducationWhat is a task?What role do tasks play in the EFL classroom?The emergence of tasks - why?Are there precursors to tasks?What research is available? What research is appropriate? Someimplications on how to develop language learning in a postmethodpedagogyTasks in Research: ResultsTasks in Second Language Learning ResearchSome general introductory remarksA survey of SLL task researchConclusion: On appropriate task researchTasks in Language Education: Task FeaturesTuning in: Evaluating the quality of task features on the basis ofyour experienceEstablishing the context: Relating task features to the learningcontextTask features that support language learningTasks: ProcessDeveloping a TSLL FrameworkTuning in: Reflecting on tasks as the central pedagogical unitSyllabuses: Organizing pedagogic tasksTasks in context: Explaining the role of coursebooksA German TSLL context: Presenting a task sequenceTasks in the classroom: Considering major aspects of task designTasks types: Finding the right mixA framework for TSLL: Sequencing tasksIllustrating the TSLL FrameworkPhase 1 Coursebook as resourcePhase 2 Pre-taskPhase 3 Task cyclePhase 4 Post-taskTask ComplexityTuning in: Evaluating task complexity of a primary coursebook taskTask complexity: A challenge for teachersSLL models of task complexityTask complexity: Pedagogical dimensionsInput (text) levelCommunicative and cognitive processing demandsTwo task examples: Evaluating task complexityThe 6th grade example: In the neighbourhood. Task listThe 9th/10th grade example: Seedfolks. Task listTeacher Role in TSLLTuning in: The relevance of the teacherResearch on the teacher: Types and relevance of researchFindings: Research on teacher role in TBLT/TSLLWhat can we learn from SLL research?What can we learn from classroom research?PerspectivesLearner Role in TSLLTuning in: The central role of the learnerDevelopments in research approaches on learners and tasksClassroom-based studies on learner roles in TSLLGeneral aspects that have been researchedSpecific aspects that have been researchedPerspectivesTasks: ContentDeveloping Intercultural Communicative Competences (ICC)Tuning in: Integrating language and culture in ICCLooking at a task exampleDeveloping ICC: A modelDesigning tasks based on Byram's model: Some issuesLooking at research in ICCDeveloping multiliteracies: Incorporating a cultural studies approachSummarizing: A tentative ICC task sequenceIntegrating Skills: Different levels, scopes, demands and supportTuning in: Creating awareness of the relevance of skills in differentlanguage learning contextsGeneral task features that support language development andcontext-specific realisationsContext-specific attainment goalsContext-appropriate skills focusLearner-appropriate tasksContext-appropriate task demands and resulting task supportIllustrating task features: Task examples Talking about pets at differentlanguage learning levelsPrimary Level: Talking about pets (integrating skills)Secondary Level: Talking about pets (integrating skills)The Subskills of Lexico-Grammar and Focus on Form (FoF)Tuning in: Introducing the concept of lexico-grammarEvaluating a FoF exampleTeaching grammar following the PPP approachFoF in SLL researchA task-based example of teaching FoFGuidelines for developing FoF tasks in TSLLChallenges for teachersAssessing CompetencesTuning in: Clarifying terminologyWhy do we assess? Functions of assessmentHow do we assess? Principles of assessmentDirect performance-based and criterion-referenced assessmentFormative assessmentWhat is good assessment practice in a TSLL context?Which alternative forms of assessment support complex formsof assessment?ReferencesIndex
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