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.