Overview

Task-based learning in teaching is where an activity has been designed to help achieve a particular learning goal. This volume brings together a series of studies by different researchers on the impact of tasks in second language teaching, testing and development. It reviews a number of issues which include: research into task-based learning; the effect of tasks on speaking, listening and oral interaction; the role of the teacher in exploiting tasks and the nature of the task-based curriculum.

Full Product Details

Author:   Martin Bygate (University of Leeds) ,  Peter Skehan ,  Merrill Swain (University of Toronto) ,  C. N. Candlin
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.60cm , Height: 1.50cm , Length: 23.40cm
Weight:   0.500kg
ISBN:  

9780582414822

ISBN 10:   0582414822
Pages:   268
Publication Date:   19 February 2001
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. IntroductionMartin Bygate, Peter Skehan and Merrill Swain PART 1: TASKS AND LANGUAGE PROCESSING2. Effects of task repetition on the structure and control of oral languageMartin Bygate 3. Non-reciprocal tasks, comprehension and second language acquisitionRod Ellis 4. Rules and routines: A consideration of their role in the task-based language production of native and non-native speakersPauline Foster PART 2: STUDIES OF TASKS IN LANGUAGE CLASSROOMS5. Focus on form through collaborative dialogue: Exploring task effectsMerrill Swain and Sharon Lapkin 6. Guiding relationships between form and meaning during task performance: The role of the teacherVirginia Samuda 7. 'A case of exercising': Effects of immediate task repetition on learners performanceTony Lynch and Joan Maclean PART 3: TASK-BASED APPROACHES TO TESTING8. Tasks and language performance assessmentPeter Skehan 9. Influences on performance in task-based oral assessmentsGillian Wigglesworth 10. Task-based assessments: Charactersitics and validity evidenceMicheline Chalhoub-Deville Afterword: Taking the Curriculum to TaskChristopher N. Candlin

Reviews

"'This volume presents a plethora of detail on conducting studies and investigating pedagogic tasks. It raises though-provoking and insightful issues and research questions in task-based teaching and testing.' ""Hameed Esmaeili, Modern Language Centre, OISE/UT"""

'This volume presents a plethora of detail on conducting studies and investigating pedagogic tasks. It raises though-provoking and insightful issues and research questions in task-based teaching and testing.' Hameed Esmaeili, Modern Language Centre, OISE/UT

Author Information

Martin Bygate is a Senior Lecturer in TESOL at the School of Education, University of Leeds. He has written extensively in the past, including the volumes Speaking (1987) and Grammar and the Language Classroom (1994). Peter Skehan is Professor of Applied Linguistics in the School of Education, King's College, London. His previous publications are in the areas of individual differences in second language learning, second language acquisition, and language testing. Merrill Swain is a Professor in the Second Language Education Program of the Ontario Institute for Studies in Education of the University of Toronto. She is a Past President of the American Association for Applied Linguistics, and is currently a Vice-President of the International Association of Applied Linguistics.

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