Task-Based Language Teaching - Assets

1 Cambridge University Press978-1-108-49408-3 Task-Based Language TeachingRod Ellis , Peter Skehan , Shaofeng Li , Natsuko Shintani , Craig Lambert FrontmatterMore in this web service Cambridge University PressTask- based Language TeachingTask- based Language Teaching (TBLT) is an approach that differs from traditionalapproaches by emphasizing the importance of engaging learners natural abilitiesfor acquiring Language incidentally through the performance of tasks that drawlearners attention to form. Drawing on the multiple perspectives and expertise offive leading authorities in thefield, this book provides a comprehensive and bal-anced account of TBLT. Split intofive parts, the book provides an historicalaccount of the development of TBLT and introduces the key issues facing the number of different theoretical perspectives that have informed TBLT are pre-sented, followed by a discussion on key pedagogic aspects syllabus design, themethodology of a Task-Based lesson and Task-Based assessment.

2 Thefinal partsconsider the research that has investigated the effectiveness of TBLT, addresscritiques and suggest directions for future research. TBLT is now mandated bymany educational authorities throughout the world and this book serves as a coresource of information for researchers, teachers and Ellis is a research professor in the School of Education, Curtin University inPerth, Australia, as well as a visiting professor at Shanghai International StudiesUniversity and an emeritus distinguished professor of the University of Auckland. Hismost recent publication isReflections on Task-Based Language Teaching (2018).Peter Skehan is an honorary research fellow at Birkbeck College, University ofLondon. His most recent publications includeProcessing Perspectives on TaskPerformance(2014) andSecond Language Task-Based Performance(2018).

3 Shaofeng Li is an associate professor of second and foreign Language education atFlorida State University and an honorary professor at Zhengzhou University andGuangdong University of Foreign Studies. His main research interests includeTBLT, Language aptitude, working memory and form-focused Shintani is a professor in the Faculty of Foreign Language Studies, KansaiUniversity. Her work has been published in leading journals and she is author ofInput- based tasks in Foreign Language Instruction for Young Learners(2016).Craig Lambert is an associate professor of applied linguistics and TESOL at CurtinUniversity in Perth, Australia. His research on TBLT has appeared in leading journalsand he is author ofReferent Similarity and Nominal Syntax in TBLT(2019).Cambridge University Press978-1-108-49408-3 Task-Based Language TeachingRod Ellis , Peter Skehan , Shaofeng Li , Natsuko Shintani , Craig Lambert FrontmatterMore in this web service Cambridge University PressTHE CAMBRIDGE APPLIED LINGUISTICS SERIESThe authority on cutting-edge Applied Linguistics researchSeries Editors2007 present: Carol A.

4 Chapelle and Susan Hunston1988 2007: Michael H. Long and Jack C. RichardsFor a complete list of titles please visit: Titles in This Series:Feedback in Second Language WritingContexts and IssuesEdited by Ken Hyland and Fiona HylandLanguage and Television SeriesA Linguistic approach to TV DialogueMonika BednarekIntelligibility, Oral Communication, and theTeaching of PronunciationJohn M. LevisMultilingual EducationBetweenLanguageLearningandTrans languagingEdited by Jasone Cenoz and Durk GorterLearning Vocabulary in Another Language2nd EditionI. S. P. NationNarrative Research in Applied LinguisticsEdited by Gary BarkhuizenTeacher Research in Language TeachingA Critical AnalysisSimon BorgFigurative Language , Genre and RegisterAlice Deignan,Jeannette Littlemore andElena SeminoExploring ELFA cademic English Shaped by Non-nativeSpeakersAnna MauranenGenres across the DisciplinesStudent Writing in Higher EducationHilary Nesi and Sheena GardnerDisciplinary IdentitiesIndividuality and Community in AcademicDiscourseKen HylandReplication Research in Applied LinguisticsEdited by Graeme PorteThe Language of Business MeetingsMichael HandfordReading in a Second LanguageMoving from Theory to PracticeWilliam GrabeModelling and Assessing VocabularyKnowledgeEdited by Helmut Daller.

5 James Milton andJeanine Treffers-DallerPractice in a Second LanguagePerspectives from Applied Linguistics andCognitive PsychologyEdited by Robert M. DeKeyserTask- based Language EducationFrom Theory to PracticeEdited by Kris van den BrandenSecond Language Needs AnalysisEdited by Michael H. LongInsights into Second Language ReadingA Cross-Linguistic ApproachKeiko KodaResearch GenresExploration and ApplicationsJohn M. SwalesCritical Pedagogies and Language LearningEdited by Bonny Norton and KelleenTooheyExploring the Dynamics of Second LanguageWritingEdited by Barbara KrollUnderstanding Expertise in TeachingCase Studies of Second Language TeachersAmy B. M. TsuiCriterion-Referenced Language TestingJames Dean Brown and Thom HudsonCorpora in Applied LinguisticsSusan HunstonPragmatics in Language TeachingEdited by Kenneth R.

6 Rose and GabrieleKasperCognition and Second Language InstructionEdited by Peter RobinsonResearch Perspectives on English forAcademic PurposesEdited by John Flowerdew and MatthewPeacockComputer Applications in Second LanguageAcquisitionFoundations for Teaching , Testing andResearchCarol A. ChapelleCambridge University Press978-1-108-49408-3 Task-Based Language TeachingRod Ellis , Peter Skehan , Shaofeng Li , Natsuko Shintani , Craig Lambert FrontmatterMore in this web service Cambridge University PressTask- based LanguageTeachingTheory and PracticeRod EllisCurtin University, PerthPeter SkehanBirckbeck, University of LondonShaofeng LiFlorida State University, TallalhasseeNatsuko ShintaniKansai University, OsakaCraig LambertCurtin University, PerthCambridge University Press978-1-108-49408-3 Task-Based Language TeachingRod Ellis , Peter Skehan , Shaofeng Li , Natsuko Shintani , Craig Lambert FrontmatterMore in this web service Cambridge University PressUniversity Printing House, Cambridge CB2 8BS, United KingdomOne Liberty Plaza, 20th Floor.

7 New York, NY 10006, USA477 Williamstown Road, Port Melbourne, VIC 3207, Australia314 321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre,New Delhi 110025, India79 Anson Road, #06 04/06, Singapore 079906 Cambridge University Press is part of the University of furthers the University s mission by disseminating knowledge in the pursuit ofeducation, learning, and research at the highest international levels of on this title: : Rod Ellis, Peter Skehan, Shaofeng Li, Natsuko Shintani and Craig Lambert 2020 This publication is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place without the writtenpermission of Cambridge University published 2020 Printed in the United Kingdom by TJ International Ltd, Padstow CornwallA catalogue record for this publication is available from the British 978-1-108-49408-3 HardbackISBN 978-1-108-71389-4 PaperbackCambridge University Press has no responsibility for the persistence or accuracyof URLs for external or third-party internet websites referred to in this publicationand does not guarantee that any content on such websites is, or will remain,accurate or University Press978-1-108-49408-3 Task-Based Language TeachingRod Ellis , Peter Skehan , Shaofeng Li.

8 Natsuko Shintani , Craig Lambert FrontmatterMore in this web service Cambridge University PressContentsList of FigurespageviiList of TablesviiiSeries Editors PrefacexiAuthors Prefacexiiipart i introduction11 The Pedagogic Background to Task-BasedLanguage Teaching3part ii theoretical perspectives272 Cognitive- interactionist Perspectives293 Psycholinguistic Perspectives644 Sociocultural Perspectives1035 Psychological Perspectives1296 Educational Perspectives155part iii pedagogical perspectives1757 Task-Based Syllabus Design1798 Methodology of Task-Based LanguageTeaching2089 Task-Based Testing and Assessment241part iv investigating Task-Based programmes28110 Comparative Method Studies28311 Evaluating Task-Based Language Teaching303vCambridge University Press978-1-108-49408-3 Task-Based Language TeachingRod Ellis , Peter Skehan , Shaofeng Li , Natsuko Shintani , Craig Lambert FrontmatterMore in this web service Cambridge University Presspart v moving forward33112 Responding to the Critics of Task-Based LanguageTeaching33313 Questions, Challenges and the Future353 Endnotes371 References374 Index412viContentsCambridge University Press978-1-108-49408-3 Task-Based Language TeachingRod Ellis , Peter Skehan , Shaofeng Li , Natsuko Shintani , Craig Lambert FrontmatterMore in this web service Cambridge University Outline of the Task-Based learning framework( based on Willis 1996, p.)

9 52) Cognitive- interactionist model informing Model of non-understanding routines(Varonis and Gass 1985) The explicit/implicit continuum(slightly modified from Lyster and Saito 2010, p. 278) Activity theory model (Engestr m 1999) Maehr s theory of personal investment(from Lambert 1998) An outline model for Task-Based Types of evaluation308viiCambridge University Press978-1-108-49408-3 Task-Based Language TeachingRod Ellis , Peter Skehan , Shaofeng Li , Natsuko Shintani , Craig Lambert FrontmatterMore in this web service Cambridge University A typology of task types ( based on Prabhu 1987,pp. 46 7) Criteria for defining a task-as-workplan( based on Ellis and Shintani 2014) Features of different TBLT and CLT/CLIL compared ( based onOrtega 2015, p.

10 104) Indicator types in corrective feedback( based on Lyster and Ranta 1997) Task design and implementation variablesinvestigated in interaction Potential sequences in the SSARC A comparison between the LAC approach and theCH/SSARC Malicka and Sasayama s analysis of Basic constructs in sociocultural Instruction task discourse based on Narrative task discourse based on Opinion task discourse based on Strengths of LGC and TGC tasks within the Prabhu s criteria for task Ellis criteria for task sequencing (Ellis 2003) Summary of pre-task methodological Summary of within-task methodological Summary of post-task methodological Participatory structure of Task-Based Overview of meta-analytic Level of difficulty linked to Conceptualizer andFormulator Need , search and evaluation in PPP and TBLT(Shintani 2015, p.