This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners’ concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.
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Contributors
Chapter 1. Craig Lambert & Rhonda Oliver: Introduction: Tasks in Context
Section 1: Issues in Using Tasks
Chapter 2. Craig Lambert: Instructional Frameworks for Using Tasks in Second Language Instruction
Chapter 3. Jonathan Newton and Trang Le Diem Bui: Low-Proficiency Learners and Task-Based Language Teaching
Chapter 4. Curtis Kelly: Some Principles for Interactive Task Design: Observations from an EFL Materials Writer
Chapter 5. Marta Gonzalez-Lloret: Using Technology-Mediated Tasks in Second Language Instruction to Connect Speakers Internationally
Chapter 6. Lindy Norris: Using Tasks within Neo-liberal Educational Environments
Chapter 7. Rod Ellis: Teacher-Preparation for Task-based Language Teaching
Section 2: Approaches to Using Tasks
Chapter 8. Kyoko Hillman & Mike Long: A Task-based Needs Analysis for U.S. Foreign Service Officers: The Challenge of the Japanese Celebration Speech
Chapter 9. Rhonda Oliver: Developing Authentic Tasks for the Workplace using Needs Analysis: A Case Study of Australian Aboriginal Vocational Students
Chapter 10. Tatiana Bogachenko & Rhonda Oliver: The Potential use of TBLT in Post-Soviet Society: Case Studies from Ukraine
Chapter 11. Priscila Fabiane Farias & Raquel Carolina Souza Ferraz D`Ely: Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and Possibilities
Chapter 12. Maria Elena Solares Altamirano: Teachers’ Responses to an Online Course on Task-Based Language Teaching in Mexico
Section 3: Research on Using Tasks
Chapter 13. Masatoshi Sato: Metacognitive instruction for Collaborative Interaction: The Process and Product of Self-regulated Learning in the Chilean EFL Context
Chapter 14. Mohammad Ahmadian & Abbas Mansouri: Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context
Chapter 15. You Jin Kim, Hyejin Cho & Haoshan Ren: Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and learners’ Perceptions
Chapter 16. Scott Aubrey: The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL Classroom
Chapter 17. Ainara Imaz Agirre & María del Pilar García Mayo: The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative Dialogue
Chapter 18. Justin Harris & Paul Leeming: The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University
Chapter 19. Rhonda Oliver & Craig Lambert: Future Directions for Research on Tasks in Second Language Instruction
Index
Giới thiệu về tác giả
Rhonda Oliver is Professor and Head of the School of Education, Curtin University, Australia. Her publications include Teaching Through Peer Interaction (with R. Adams, Routledge, 2019).
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