Task-Based Language Learning and Teaching With Technology

Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world.

Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of transformative education in world languages at major university, state and governmental programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators and faculty developers at every level of instruction will find support for their courses. With its innovative approach to the teaching and learning of languages, this volume is a seminal text in transformative language learning that will stimulate discussions and innovation in t

Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of transformative education in world languages at major university, state and governmental programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators and faculty developers at every level of instruction will find support for their courses. With its innovative approach to the teaching and learning of languages, this volume is a seminal text in transformative language learning that will stimulate discussions and innovation in t

Sociocultural research has long recognized the necessity of sustained interpersonal interaction for language development. However, less is known about the underlying relationships that promote languag

Over the last decade, task-based approaches to language learning and teaching (TBLT) have become a major focus of research in Asia in order to create curricula with authentic and meaningful engagement

This book explores the implications of technology-mediated project-based language learning for CALL teacher development, focusing on the role of video-based instruction in elucidating challenges and o

Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now

Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now

This volume addresses an important gap in the literature on task design and second language use. Building on insights from over 50 years of research on the relationship between task demands and langua

Although usage-based approaches have been successfully applied to the study of both first and second language acquisition, to monolingual and bilingual development, and to naturalistic and instructed

This book discusses whether task-based language teaching is appropriate for all learners in all instructional contexts. Chapters cover both research and pedagogy and draw on the author's experience of

This book discusses whether task-based language teaching is appropriate for all learners in all instructional contexts. Chapters cover both research and pedagogy and draw on the author's experience of

This book investigates how problem-based learning can be implemented in language classes and how it can bring about a change in language learners' understanding of the foreign language. Based on empir

The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351049139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 l

Teaching with technology can help in the performance and facilitate the process of understanding in students. It helps students in interacting with other students and teachers. It gives them access to

What does it mean to be an effective literacy coach? Former teacher and veteran literacy coach Stephanie Affinito shares a core set of beliefs about literacy coaching and how it can transform teacher

"This book explores ideas, experiences, and knowledge in combining computer technology with language teaching and learning. It addresses the impact of and innovation in information communication techn

If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of teache

The series Trends in Applied Linguistics meets the challenges of the rapidly growing field of applied linguistics. In a very broad sense, applied linguistics is understoodby focusing on the applicatio

The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving lan

This book looks beyond the classroom, and focuses on out-of-class autonomous use of technology for language learning, discussing the theoretical frameworks, key findings and critical issues. The proli