This book is centrally concerned with the concept of task, particularly as it has developed in the contexts of curriculum and syllabus design. The chapters deal with the ways in which tasks are used in second language classrooms and the ways in which syllabus design and materials development are affected by a task-oriented perspective. 'Tasks' are seen as a productive analytic unit for looking at classrooms and for the construction of syllabi and materials. The reader will find discussions about the elements that make up or ...
Read More
This book is centrally concerned with the concept of task, particularly as it has developed in the contexts of curriculum and syllabus design. The chapters deal with the ways in which tasks are used in second language classrooms and the ways in which syllabus design and materials development are affected by a task-oriented perspective. 'Tasks' are seen as a productive analytic unit for looking at classrooms and for the construction of syllabi and materials. The reader will find discussions about the elements that make up or are closely associated with the classroom task. Such discussions are particularly useful to those who wish to design principled classroom materials that reflect what is currently known about second language acquisition. Chapters also explore the language which is produced as a function of tasks differing on certain task design features. Long-term implications include the development of a materials design programme which is empirically based and directly linked with general second language acquisition research and suggestions for ways in which task types can be matched to different student needs. There is also a consideration of how teachers and students see the classroom and how teachers and students together make use of the analytic term 'task'. The discussions in this volume have the goal of bringing syllabus design considerations into closer touch with real-life investigations of how teachers and learners actually operate. What is presented here as well as in the companion volume (Tasks and Language Learning) is useful and applicable to the learning and teaching of all second/foreign languages.
Read Less
Add this copy of Tasks in a Pedagogical Context: Integrating Theory and to cart. $20.01, fair condition, Sold by Phatpocket Limited rated 4.0 out of 5 stars, ships from Waltham Abbey, ESSEX, UNITED KINGDOM, published 1993 by Multilingual Matters Limited.
Choose your shipping method in Checkout. Costs may vary based on destination.
Seller's Description:
Acceptable. Used-Acceptable. Ships from UK in 48 hours or less (usually same day). Ex-library with wear-may contain significant amounts of highlighting and underlining in pen or pencil. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. 100% money back guarantee. We are a world class secondhand bookstore based in Hertfordshire, United Kingdom and specialize in high quality textbooks across an enormous variety of subjects. We aim to provide a vast range of textbooks, rare and collectible books at a great price. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions. We provide a 100% money back guarantee and are dedicated to providing our customers with the highest standards of service in the bookselling industry.
Add this copy of Tasks in a Pedagogical Context: Integrating Theory and to cart. $46.92, good condition, Sold by Anybook rated 4.0 out of 5 stars, ships from Lincoln, UNITED KINGDOM, published 1993 by Multilingual Matters.
Choose your shipping method in Checkout. Costs may vary based on destination.
Seller's Description:
Volume 94. This is an ex-library book and may have the usual library/used-book markings inside. This book has soft covers. Clean from markings. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item, 300grams, ISBN: 9781853591860.
