Task-based language learning and teaching / Rod Ellis.

By: Ellis, Rod
Material type: TextTextLanguage: English Series: Oxford applied linguistics: Publisher: New York : Oxford University Press, 2003Description: x, 387 p. : ill. ; 24 cmISBN: 0194421597 (pbk); 9780194421591 (pbk.)Subject(s): Linguistics | Task analysis in education | TeachingDDC classification: 407.1 Online resources: WorldCat details
Contents:
Table of contents Tasks in SLA and language pedagogy -- Tasks, listening comprehension, and SLA -- Tasks, interaction, and SLA -- Tasks, production, and language acquisition -- Focused tasks and SLA -- Sociocultural SLA and tasks -- Designing task-based language courses -- The methodology of task-based teaching -- Task-based assessment -- Evaluating task-based pedagogy -- Glossary.
Summary: Summary: "This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and testing. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy."--BOOK JACKET.
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Text Text EWU Library
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Text Text EWU Library
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Text Text EWU Library
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Text Text EWU Library
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Text Text EWU Library
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Online version:
Ellis, Rod.
Task-based language learning and teaching.
Oxford, U.K. ; New York : Oxford University Press, 2003
(OCoLC)607011900

Includes bibliographical references (pages [355]-378) and index.

Table of contents Tasks in SLA and language pedagogy --
Tasks, listening comprehension, and SLA --
Tasks, interaction, and SLA --
Tasks, production, and language acquisition --
Focused tasks and SLA --
Sociocultural SLA and tasks --
Designing task-based language courses --
The methodology of task-based teaching --
Task-based assessment --
Evaluating task-based pedagogy --
Glossary.

Summary:
"This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and testing. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy."--BOOK JACKET.

English

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