The Cambridge Handbook of Task-Based Language Teaching

doi:10.1017/9781108868327

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Cited by 8
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This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

Bui, Gavin and Teng, (Mark) Feng 2019. The TESOL Encyclopedia of English Language Teaching. p. 1.

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Norris, John M. 2021. The Long road to TBLT. TASK. Journal on Task-Based Language Teaching and Learning, Vol. 1, Issue. 2, p. 162.

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Doughty, Catherine J. 2021. The Long TBLT Journey. TASK. Journal on Task-Based Language Teaching and Learning, Vol. 1, Issue. 2, p. 155.

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Korvesi, Evgenia and Michel, Marije 2022. Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development. Languages, Vol. 7, Issue. 4, p. 276.

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Gass, Susan M. Plonsky, Luke and Huntley, Lizz 2022. Second Language Acquisition Theory. Vol. 14, Issue. , p. 9.

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Gilabert, Roger 2023. Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design. Education Sciences, Vol. 13, Issue. 10, p. 1015.

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Coss, Matthew D. 2023. The Case for a True Task-Based Curriculum for Medical Spanish Courses. Teaching and Learning in Medicine, Vol. 35, Issue. 2, p. 224.

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Li, Shaofeng 2024. Individual Differences and Task-Based Language Teaching. Vol. 16, Issue. , p. 10.

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Edited by Mohammad Javad Ahmadian, University of Leeds, Michael H. Long, University of Maryland, College Park

Publisher:: Cambridge University Press
Online publication date:: November 2021
Print publication year:: 2021
Online ISBN:: 9781108868327
DOI:: https://doi.org/10.1017/9781108868327

Collection:: Cambridge Handbooks of Linguistics
Series:: Cambridge Handbooks in Language and Linguistics
Subjects:: Applied Linguistics, English Language and Linguistics: General Interest, Language and Linguistics

34.99 (GBP)

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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.

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The Cambridge Handbook of Task-Based Language Teaching

This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

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Contents

The Cambridge Handbook of Task-Based Language Teaching
pp i-i

Cambridge Handbooks In Language And Linguistics - Series page
pp ii-iv

The Cambridge Handbook of Task-Based Language Teaching - Title page
pp v-v

Copyright page
pp vi-vi

Dedication
pp vii-viii

Contents
pp ix-xi

Figures
pp xii-xiii

Tables
pp xiv-xvi

Contributors
pp xvii-xxiv

Preface The Origins and Growth of Task-Based Language Teaching
pp xxv-xxxii

Part I - The Rationale for Task-Based Language Teaching
pp 1-52

1 - The Psycholinguistics of Task-Based Performance
pp 3-26

2 - A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use
pp 27-50

Appendix - On Technological Change
pp 51-52

Part II - Tasks and Needs Analysis
pp 53-202

3 - Why Task? Task as a Unit of Analysis for Language Education
pp 55-72

4 - Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
pp 73-98

4A - Developing a Task-Based Approach
pp 99-108

4B - A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
pp 109-120

4C - Task-Based Language Teaching in a Japanese University
pp 121-134

4D - The Implementation of a Task-Based Spanish-Language Program in Qingdao, China
pp 135-150

5 - The L in TBLT
pp 151-172

5A - Blustery with an Occasional Downpour
pp 173-187

Appendix - Appendices
pp 187-187

5B - “I Have a Question”
pp 188-202

Part III - The Task Syllabus and Materials
pp 203-302

6 - The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model
pp 205-225

7 - From Needs Analysis to Task Selection, Design, and Sequencing
pp 226-249

7A - Task-Based Telecollaborative Exchanges between US and Italian Students
pp 250-261

Appendix - Retrospective sheet on feedback activity
pp 260-261

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