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Teachers Exploring Tasks in English Language Teaching
 
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Teachers Exploring Tasks in English Language Teaching
Edited by Corony Edwards and Jane Willis
 
 
Palgrave Macmillan
 
 
 
 
 
25 Jan 2005
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£82.00
|Hardback Print on Demand
  
9781403945563
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25 Jan 2005
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£24.99
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9781403945570
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DescriptionReviewsContentsAuthors

Task-based learning (TBL) is rapidly gaining popularity , but what actually happens when we use communication tasks in real language classrooms? In this collection, teachers of English as a second or foreign language describe how they implemented TBL with learners of various ages and in a range of contexts. They explore the interaction and language use stimulated by tasks and investigate the effect of variables such as task type, planning time and repetition.

This book offers a wealth of practical ideas for teachers keen to experiment with a task-based approach. In addition, course tutors, teacher trainers and participants on Certificate, Diploma or Masters programs will find stimulating suggestions for classroom-based projects and assignments and a useful collection of classroom transcripts that can be used for detailed study, or simply as a fascinating glimpse into the language produced by learners and fluent speakers when engaged in genuine communication.


Description

Task-based learning (TBL) is rapidly gaining popularity , but what actually happens when we use communication tasks in real language classrooms? In this collection, teachers of English as a second or foreign language describe how they implemented TBL with learners of various ages and in a range of contexts. They explore the interaction and language use stimulated by tasks and investigate the effect of variables such as task type, planning time and repetition.

This book offers a wealth of practical ideas for teachers keen to experiment with a task-based approach. In addition, course tutors, teacher trainers and participants on Certificate, Diploma or Masters programs will find stimulating suggestions for classroom-based projects and assignments and a useful collection of classroom transcripts that can be used for detailed study, or simply as a fascinating glimpse into the language produced by learners and fluent speakers when engaged in genuine communication.


Reviews

'...High quality,extremely readable and accessible.. I anticipate that the volume will be extremely popular with classroom teachers. I found it refreshing, and even exciting, to read accounts of professional practice by people who have not hitherto been widely published. The volume will be useful, not only on MA courses but also on a wide range of in-service courses...an exciting and innovative project.'- Professor David Nunan,The English Centre, Hong Kong


'A rich collection of tasks, used successfully by the chapter authors, that EFL teachers anywhere can use to increase their own repertoire - or to implement task-based learning for the first time in their own classrooms. ESL teachers in the United States and other English-speaking countries likewise can make effective use of every chapter in the book.' - Professor Betty Lou Leaver, Dean New York Institute of Technology in Amman, Jordan


'Classroom teaching and learning ordinarily center on specific language tasks. Instruction becomes more effective when teachers understand the role of language tasks, recognize their students' needs, and apply both types of information in a sound, creative way. With better task-based instruction as a goal, current and future teachers will benefit from the enlightening explorations in this book. In addition, researchers will find that this book can inform and enrich many classroom investigations.' - Professor Rebecca Oxford, Department of Education, University of Maryland,USA



'Classroom teaching and learning ordinarily centre on specific language tasks. Instruction becomes more effective when teachers understand the role of language tasks, recognize their students' needs, and apply both types of information in a sound, creative way. With better task-based instruction as a goal, current and future teachers will benefit from the enlightening explorations in this book. In addition, researchers will find that this book can inform and enrich many classroom investigations.' - Professor Rebecca Oxford, Department of Education, University of Maryland, USA

'A rich collection of tasks, used successfully by the chapter authors, that EFL teachers anywhere can use to increase their own repertoire - or to implement task-based learning for the first time in their own classrooms. ESL teachers in the United States and other English-speaking countries likewise can make effective use of every chapter in the book.' - Professor Betty Lou Leaer, Dean, New York Institute of Technology in Amman, Jordan

'Classroom teaching and learning ordinarily centre on specific language tasks. Instruction becomes more effective when teachers understand the role of language tasks, recognize their students' needs, and apply both types of information in a sound, creative way. With better task-based instruction as a goal, current and future teachers will benefit from the enlightening, explorations in this book. In addition, researchers will find that this book can inform and enrich many classroom investigations.' - Professor Rebecca Oxford, Department of Education, University of Maryland, USA

'The book fills a serious gap that existed in the literature on task based teaching, by providing case studies of how teachers implement task-based teaching in their classrooms. The range of situations represented is impressive, with contributors from many parts of the world teaching at different levels. The papers are all accessible and focussed, and provide an excellent springboard for classroomdiscussion and follow up work by teachers.' - Jack C Richards, Adjunct Professor, Regional Language Centre, Singapore and Maquarrie University, Australia

'This book is a great example of using small-scale projects to investigate certain aspects of the class you are teaching and demonstrates how the teachers in the trenches can give back to the academic community. I would recommend reading it to any teacher of English as a foreign language starting out or looking for a cure to feeling burnt out.' - Kevin Laurence Landry, Linguist List

'Promises to be useful reading especially for anyone struggling to see how language learning happens in TBL in practice.' - The Teacher Trainer


Contents

About the Contributors
List of Abbreviations
Acknowledgements
INTRODUCTION; Aims and Explorations into Tasks and Task-based Teaching; J.Willis
Task-based Language Learning and Teaching: Theories and Applications; A.Shehadeh
PART 1: IMPLEMENTING TASK-BASED LEARNING: CONTEXTS AND PURPOSES
Developing from PPP to TBL: A Focused Grammar Task; L.Loumpourdi
Integrating Task-based Learning Into a Business English Programme; P.Pullin-Stark
Language as Topic: Learner-teacher Investigation of Concordances; R.Sheehan
Storytelling with Low Level Learners: Developing Narrative Tasks; P.Kiernan
Adding Tasks to Textbooks for Beginner Learners; T.Muller
Using Language-focused Learning Journals on a Task-based Course; J.Moser
PART 2: EXPLORING TASK INTERACTION: HELPING LEARNERS DO BETTER
Exam-oriented Tasks: Transcripts, Turn-Taking and Backchanelling; M.Leedham
Training Young Learners in Meaning Negotiation Skills: Does it Help?; S-M. Lee
Task Repetition with 10-year-old Children; A.Pinter
Collaborative Tasks for Cross-cultural Communication; D.Coulson
PART 3: EXPLORING TASK LANGUAGE: LEXICAL PHRASES AND PATTERNS
Interactive Lexical Phrases in Pair Interview Tasks; J.Hobbs
Multi-word Chunks in Oral Tasks; M.Baigent
Can We Predict Language Items for Open Tasks?; D.Cox
PART 4: INVESTIGATING VARIABLES: TASK CONDITIONS AND TASK TYPES
Fighting Fossilization: Language at the Task Versus Report Stages; C.Johnston
Story-telling: Effects of Planning, Repetition and Context; W.Essig
The Effect of Pre-task Planning Time on Task-based Performance; A.Djapoura
Balancing Fluency, Accuracy and Complexity Through Task Characteristics; G.Birch
Quality Interaction and Types of Negotiation in Problem-solving and Jigsaw Tasks; G.Poupore
EPILOGUE: Teachers Exploring Research; C.Edwards
References
Index


Authors

CORONY EDWARDS is Lecturer in ELT at the Centre for English Language Studies, and Course Tutor for the Open Distance Learning MA in TEFL/TESL, at the University of Birmingham, UK. She has run teacher development workshops in Japan, Korea, UK, Hungary, Hong Kong, Sri Lanka and Argentina.

JANE WILLIS is well known for her prizewinning books, including A Framework for Task-based Learning and English for Primary Teachers. She has taught English in West Africa, Cyprus and Iran and ran courses for teachers and trainers in South East Asia, South America, Europe and China. She has recently retired from Aston University, where she taught on the MA in TESOL/TESP Distance Learning programmes. She now lives in the Lake District, writing books and travelling widely as an ELT consultant.