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Ezra Rogers
Ezra Rogers

Task Based Language Learning And Teaching Rod Ellis Pdf Download Fixed

In recent years, the rise of the innovative teaching mode in the flipped classroom has attracted the attention of people. This teaching mode is not contradictory to some other teaching methods and it can be perfectly integrated with the task-based language teaching through the author's innovation. Adopting the concept of the flipped classroom, teacher carefully prepares tasks and distributes them to students, the students complete various tasks according to the teacher's guidance before class and give feedback to the teacher. It can release teachers' class time, help students answer questions; improve classroom teaching flexibility and teaching quality. Pre-class learning and classroom interaction will be combined to achieve better educational results. Therefore, to some extent, it solves the problems existing in English education in our country, and provides some reference for our country's English teaching model.

Task Based Language Learning And Teaching Rod Ellis Pdf Download

The concept of 'task' is central to an understanding of task-based language teaching (TBLT); consequently, this chapter begins with a definition of a task. There follows a brief exposition of how TBLT developed out of communicative language teaching (CLT), followed by a comparison of task-supported language teaching (TSLT) and TBLT. In TSLT the learners' attention is directed to the specific target form that is the focus of a lesson in the presentation stage of presentation-practice-production (PPP), often by means of explicit description. While most of the task-based research has focused on the performance of individual tasks, task-based pedagogy needs to take a broader perspective by considering the design of complete task-based courses and the organization of task-based lessons. The input-based lessons lead to opportunities for learners to initiate discourse and to negotiate for both meaning and form. In contrast, the PPP lessons resulted primarily in initiate-respond-feedback (IRF) exchanges that are so ubiquitous in formal instruction.

This comprehensive yet personal book will be invaluable reading for very diverse audiences. Synthesizing a lifetime of engagement with language education and tasks, Rod Ellis proposes an options-based approach that can be flexibly adapted across geographies and masterfully re-examines the quandaries cognitive and social researchers investigate through the questions teachers ask.

Rod Ellis has written (yet another) agenda-setting book, this time charting a journey through key issues in task-based language teaching. This is a must-read for researchers committed to the pedagogic relevance of their work, and for language educators in search of a deeper understanding of task-based research and pedagogy.

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 mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.

Dr. Natsuko Shintani is a TESOL Associate Professor in the Anaheim University Graduate School of Education. She obtained her Ph.D. from the University of Auckland in 2011. She has worked as a language teacher in Japan and New Zealand, including in her own private language school for children. Her research interests include task-based language instruction, the role of interaction in second language acquisition and written corrective feedback. She has also worked on several meta-analysis studies of form-focused instruction. She has published widely in leading journals and is currently working...

Dr. Stephen Ryan is a TESOL Assistant Professor in the Anaheim University Graduate School of Education and a professor in the School of Culture, Media, and Society at Waseda University in Tokyo. Stephen Ryan has been involved in language education for over 25 years, and for most of that time, he has been based in Japan. His research and publications cover various aspects of psychology in language learning, including the award-winning Exploring Psychology in Language Learning and Teaching, co-authored with Marion Williams and Sarah Mercer, and The Psychology of the Language Learner Revisited...

Task-Based Language Teaching. Nadja Mifka-Profozi ć , PhD Odjel za anglistiku , Sveučilište u Zadru Zadar , 22 October 2013. Outline. Definitions: a task, a task-based approach Rationale for using tasks in language teaching Focus on meaning, focus-on-form

Group work Group work is essential to any classroom that is based on principles of experiential learning. Through group work learners develop their ability to communicate through tasks that require them to talk and to approximate the kinds of things they will need to be able to do to communicate in the world beyond the classroom. However, many educational institutions have not kept pace with changes in society at large. Most are still predicated on a transmission mode of education, a mode that is even reflected in the physical setting of the classroom.

Over the last decade task-based approaches to language learning and teaching (TBLT) have become a global focus of increased levels of research. Governments around the world have turned to TBLT as a potential solution for curricula that lack authentic and meaningful engagement with language learning and are failing to motivate students as a result. This book focuses on Asia, where this shift has been particularly in evidence. TBLT has often been implemented in top-down approaches to curriculum development, which presents a huge range of challenges at the cultural as well as the pedagogic level.Contemporary Task Based Language Teaching in Asia looks at the drivers, stakeholders and obstacles across the region. Some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards. The chapters cover all aspects of language education across Asia, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels.


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