Foundational principles of task-based language teaching / / Martin East.

• Superior document: ESL and Applied Linguistics Professional Ser.
• VerfasserIn: East, Martin,
• Place / Publishing House: London ;, New York, New York : : Routledge,, [2021]; ©2021
• Year of Publication: 2021
• Language: English
• Series: ESL and Applied Linguistics Professional Ser.
• Physical Description: 1 online resource (215 pages)

Table of Contents

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- Author Biography -- Preface -- PART I: Theorising TBLT -- 1. Languages: How Are They Learned and How Should They Be Taught? -- Introduction -- Language Learning and Teaching in the Classroom -- Advancing the Communicative Agenda: Communicative Language Teaching -- Putting CLT into Practice -- Conclusion -- Suggested Further Reading -- 2. Input, Output and Interaction - Crucial Foundations for TBLT -- Introduction -- The Input Hypothesis -- The Output Hypothesis -- The Interaction Hypothesis -- Interactionism - The Sociocultural Perspective -- Skill Acquisition Theory -- Usage-based Theories -- Relating Theoretical Perspectives to TBLT -- Tasks for Purposes of Input, Output and Interaction -- Conclusion -- Suggested Further Reading -- 3. The Construct of Task for the Purposes of TBLT -- Introduction -- Task - Broadly Defined -- Task - Early Definitions -- Task - More Narrowly Defined -- Tasks in Practice -- Task Types - Broadening the Considerations -- Conclusion -- Suggested Further Reading -- PART II: Practising TBLT -- 4. Putting TBLT into Practice: The Bigger Picture -- Introduction -- Some Contexts Where TBLT Ideas Have Been Introduced -- Implications for Implementing TBLT -- Recapping a Bit of History -- Polarisations within TBLT -- The Importance of the Syllabus -- Different Syllabi for Different Purposes -- The Teacher's Role in Enacting the Syllabus -- Conclusion -- Suggested Further Reading -- 5. Evaluating, Sequencing and Scaffolding Tasks -- Introduction -- Task Evaluation -- Task Sequencing -- Task Scaffolding - The Pre-task Phase -- Task Scaffolding - Moving into the Task Phase -- Task Scaffolding - An Example in Practice -- Conclusion -- Suggested Further Reading -- 6. Attending to Grammar in TBLT -- Introduction.

Long's Triadic Model -- A Complementary Triadic Model -- Attending to Form in TBLT -- Form Focus - The During-task Phase -- Form Focus - The Post-task Phase -- Conclusion -- Suggested Further Reading -- PART III: Evaluating TBLT -- 7. Using Tasks for Classroom Assessment Purposes -- Introduction -- Assessing Students' Learning -- What Is Assessment? -- Collecting Evidence of Linguistic Proficiency -- Towards Communicative Language Testing -- Broader Considerations with Regard to Assessment -- Towards Task-based Language Assessment (TBLA) -- Construct-based Assessments -- Reliability and Construct Validity -- Other Sources of Evidence of Learning Gains -- A Note on High-stakes Assessments -- Conclusion -- Suggested Further Reading -- 8. Classroom and Programme-level Evaluations of TBLT -- Introduction -- The Micro-evaluation of TBLT Implementation -- The Macro-evaluation of TBLT Implementation -- Revisiting the Contexts Where TBLT Ideas Have Been Introduced -- Conclusion -- Suggested Further Reading -- 9. The Potential and the Challenge of TBLT: Arguments For and Arguments Against -- Introduction -- The TBLT Initiative and Its Theoretical and Pedagogical Underpinnings -- When Theory and Practice Collide -- Conclusion -- Suggested Further Reading -- Postface -- Index.