Teaching English: Task-Supported Language Learning

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ISBN-13:
9783825233365
Erscheinungsdatum:
19.01.2011
Seiten:
279
Autor:
Andreas Müller-Hartmann
Gewicht:
381 g
Format:
214x151x20 mm
Serie:
3336, Uni-Taschenbücher StandardWissen Lehramt
Sprache:
Englisch
Beschreibung:

Müller-Hartmann, Andreas
Prof. Dr. Andreas Müller-Hartmann lehrt an der PH Heidelberg.
Schocker-von Ditfurth, Marita
Prof. Dr. Marita Schocker-von Ditfurth lehrt an der PH Freiburg.
The book introduces a promising approach to language teaching. It uses carefully designed language learning tasks that have the potential to motivate learners to get involved. The book discusses current research on tasks and presents appropriate classroom language learning procedures. It recognises the fact that the coursebook is a basic feature of language learning in most EFL contexts and demonstrates how it can become more task-supported.
In diesem utb wird ein neuer, stark diskutierter Ansatz für den Fremdsprachenunterricht vorgestellt. Es geht darum, Lernaufgaben zu formulieren, die helfen, Schüler zu motivieren, sich aktiv einzubringen. Die Leser werden über den aktuellen fachdidaktischen Erkenntnisstand zum Thema und konkrete Unterrichtsgestaltungen informiert. Dass das Lehrbuch im Englischunterricht immer noch eine zentrale Rolle spielt, findet bei diesen Überlegungen angemessene Berücksichtigung.
Introduction
Tasks: Establishing the Context
Tasks in Research and Language Education
What is a task?
What role do tasks play in the EFL classroom?
The emergence of tasks - why?
Are there precursors to tasks?
What research is available? What research is appropriate? Some
implications on how to develop language learning in a postmethod
pedagogy
Tasks in Research: Results
Tasks in Second Language Learning Research
Some general introductory remarks
A survey of SLL task research
Conclusion: On appropriate task research
Tasks in Language Education: Task Features
Tuning in: Evaluating the quality of task features on the basis of
your experience
Establishing the context: Relating task features to the learning
context
Task features that support language learning
Tasks: Process
Developing a TSLL Framework
Tuning in: Reflecting on tasks as the central pedagogical unit
Syllabuses: Organizing pedagogic tasks
Tasks in context: Explaining the role of coursebooks
A German TSLL context: Presenting a task sequence
Tasks in the classroom: Considering major aspects of task design
Tasks types: Finding the right mix
A framework for TSLL: Sequencing tasks
Illustrating the TSLL Framework
Phase 1 Coursebook as resource
Phase 2 Pre-task
Phase 3 Task cycle
Phase 4 Post-task
Task Complexity
Tuning in: Evaluating task complexity of a primary coursebook task
Task complexity: A challenge for teachers
SLL models of task complexity
Task complexity: Pedagogical dimensions
Input (text) level
Communicative and cognitive processing demands
Two task examples: Evaluating task complexity
The 6th grade example: In the neighbourhood. Task list
The 9th/10th grade example: Seedfolks. Task list
Teacher Role in TSLL
Tuning in: The relevance of the teacher
Research on the teacher: Types and relevance of research
Findings: Research on teacher role in TBLT/TSLL
What can we learn from SLL research?
What can we learn from classroom research?
Perspectives
Learner Role in TSLL
Tuning in: The central role of the learner
Developments in research approaches on learners and tasks
Classroom-based studies on learner roles in TSLL
General aspects that have been researched
Specific aspects that have been researched
Perspectives
Tasks: Content
Developing Intercultural Communicative Competences (ICC)
Tuning in: Integrating language and culture in ICC
Looking at a task example
Developing ICC: A model
Designing tasks based on Byram's model: Some issues
Looking at research in ICC
Developing multiliteracies: Incorporating a cultural studies approach
Summarizing: A tentative ICC task sequence
Integrating Skills: Different levels, scopes, demands and support
Tuning in: Creating awareness of the relevance of skills in different
language learning contexts
General task features that support language development and
context-specific realisations
Context-specific attainment goals
Context-appropriate skills focus
Learner-appropriate tasks
Context-appropriate task demands and resulting task support
Illustrating task features: Task examples Talking about pets at different
language learning levels
Primary Level: Talking about pets (integrating skills)
Secondary Level: Talking about pets (integrating skills)
The Subskills of Lexico-Grammar and Focus on Form (FoF)
Tuning in: Introducing the concept of lexico-grammar
Evaluating a FoF example
Teaching grammar following the PPP approach
FoF in SLL research
A task-based example of teaching FoF
Guidelines for developing FoF tasks in TSLL
Challenges for teachers
Assessing Competences
Tuning in: Clarifying terminology
Why do we assess? Functions of assessment
How do we assess? Principles of assessment
Direct performance-based and criterion-referenced assessment
Formative assessment
What is good assessment practice in a TSLL context?
Which alternative forms of assessment support complex forms
of assessment?
References
Index