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Task-Based Language Education: From Theory to Practice (Cambridge Applied Linguistics)From Cambridge University Press
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Task-based language teaching (TBLT) has been attracting the attention of researchers, curriculum developers, teacher trainers and language teachers for many years. However, much of the available literature and research has been from a psycholinguistic perspective, driven by the desire to understand how people acquire a second language. Far less research has been carried out as to whether TBLT works for real teachers and real learners in a classroom environment. This book aims to offer a unique contribution by uniting a discussion of task-based pedagogical principles with descriptions of their application to real life language education problems. It provides an account of the many challenges and obstacles that the implementation of TBLT raises and discusses the different options for overcoming them. The book contains a substantial body of research from Flanders, where the implementation of TBLT has been a nationwide project for fifteen years in primary, secondary and adult education.
- Sales Rank: #2561407 in Books
- Published on: 2006-10-23
- Released on: 2006-10-05
- Original language: English
- Number of items: 1
- Dimensions: 8.98" h x .63" w x 5.98" l, .90 pounds
- Binding: Paperback
- 296 pages
Review
"The book offers an excellent discussion of task-based language teaching and the ways in which it can be used in language classrooms...The chapters are well-organized and are well-written in clear and accessible language...I found this book highly informative."
Hossein Nassaji, The Modern Language Journal
About the Author
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Most helpful customer reviews
0 of 0 people found the following review helpful.
Five Stars
By Charlotte
Task-based instruction is effective!
4 of 4 people found the following review helpful.
At last!
By Andrew Finch
As with all methodologies, Task-Based Language Teaching has been promoted by some and criticised by others. In addition, the definitions of 'task' abound, allowing everyone to call themselves proponents of TBLT.
TBLT is, however an approach, rather than a methodology, and this book does well to set the parameters from the beginning. It is also an important book, in that it documents a large TBLT programme (1200 students) that took place over 10 years, and was successful. At last, we have details of TBLT working as it was designed to work, providing meaningul, authentic language learning, with quantifiable results.
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