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Doing Task Based Teaching

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Doing Task-Based Teaching Tasks in Second Language Learning

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Jeremy Harmer, Doing Task-Based Teaching Tasks in Second Language Learning, ELT Journal , Volume 63, Issue 2, April 2009, Pages 173–176, https://doi.org/10.1093/elt/ccp007

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What are we to make of task-based learning and task-based teaching (TBL/TBT)? Its advocates promote its efficacy with fervour, but not everyone shares their enthusiasm for, as Samuda and Bygate point out, ‘Tasks have been an element in second language teaching and research for over 30 years, and yet their use continues to invite controversy’ (p. 1). Perhaps this has something to do with the fact that despite some of the dramatic claims for the superiority of TBL over more traditional form-focused teaching, there is little classroom-based research evidence to prove or disprove such claims. Will the two books under review help to resolve the controversy in any way and, speaking personally, will they help this reviewer to arrive at a more informed evaluation of TBL's efficacy?

Before trying to answer these two questions, it is worth describing what these two books contain and what, if anything should command a reader's attention.

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A Framework for Task-Based Learning

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Task Complexity and Second Language Syllabus Design: Data-Based Studies and Speculations (Special Issue, University of Queensland Working Papers in Language and Linguistics)

Peter Robinson

Syllabus design is a practical matter. It involves a specification of what was, or is to be done, and of the sequence in which it was, or is to be done. Syllabuses are used for different purposes, by different groups. On the one hand institutions and authorities often require syllabuses so that teachers and learners can be accountable for what was done in a program, and so that comparisons can be made across institutions. For institutions and authorities, then, the purpose of the syllabus is to ensure accountability and allow coordination. Individual language programs have syllabuses to define, guide or sometimes simply to record the courses of action taken by teachers and learners. Given autonomy a language program can design a syllabus to act in any of these three capacities. The syllabus as a definition of units and sequence of learning is prospective, and non negotiable, and there is no room for adjustment to meet teachers' and learners' emergent needs (see Wilkins, 1976). Where a syllabus acts simply as a guide there is room for adjustment, and modification of the syllabus specifications regarding sequencing, or even of the units themselves (see Nunan, 1988). Where the function of a syllabus is simply to record then it is possible for units and sequence to be negotiated between teachers and learners, and for no clear syllabus to emerge until the end of the course, after the program has ended (see Breen, 1987). The shift from definition, to guide, to record reflects a shift from the view of the syllabus as a prospective, to on-line, to retrospective document. For the language program, then, the purpose of the syllabus is predominantly managerial, and there are options in how such management is to be accomplished. That is the view from outside the classroom. From inside the classroom the ultimate purpose of the syllabus is to facilitate learning. The papers in this special issue of the UQWPLL are based on research undertaken by myself and by my students in the Centre for Language Teaching and Research at the University of Queensland between August 1994 and March 1995. All are concerned with exploring the implications of task-based language learning and teaching for syllabus design. They focus on the question of how tasks are to be sequenced for learners, following the assumption that information about the relative complexity of tasks will be important input for decisions about task- based syllabus design.

Temple University Japan Studies in Applied Linguistics: Teaching Materials for the Four Skills, (83), 47-53.

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Perspective actionnelle et autonomie chez l’apprenant dans les manuels: Une analyse comparative

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Interested as I was in action-oriented approach, a very important tendency in today's language teaching, I decided to study its evolution through a comparative analysis of its implementation in these two FFL textbooks. Tout Va Bien 1 was one of the first methods to adhere to it, while the more recently created Latitudes 1 also claims to follow this approach and to respect CEFR's recommendations. In addition, being captivated by learner's autonomy, I could not avoid observing the treatment of learner autonomy as an intersection zone of the action-oriented approach. My choice of research topic obeyed to a desire of both modestly contributing to the selection (or not) of a new method for the Alliance Française of Havana while looking both textbooks in a theoretical light, and of putting in practice the assets provided to me by this course. My main objective is to compare and evaluate both method-textbooks as well as to identify the advocated methodological tendency. Contents 1. Introduction: Choice of methods, topic and features to be compared. ................................................ 2 2. Factual presentation of both textbooks. Some nuances, remarks, criticisms and subjective observations. ......................................................................... 3 3. Action-oriented approach and task concept in both textbooks. An analysis of its implementation: Trial and error or success?. ..................................................... 6 3.1. Learners as social actors and the class as a micro-society: Searching for traits of a collective dimension in both textbooks. ................................................ 11 4. Learner's self-assessment versus self-correction: ........... 13 5. Learner autonomy: Self-assessment and learning strategies. ............................................................ 15 6. Conclusion .................................................................. 165 7. Bibliography................................................................ 187

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'Doing Task-Based Teaching' - Willis Dave, Willis Jane

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  1. (PDF) Doing Task-Based Teaching

    View PDF. June 2008 Volume 12, Number 1 Doing Task-Based Teaching Author: Dave Willis & Jane Willis (2007) Publisher: Oxford: Oxford University Press Pages ISBN ISBN 978-0-4422109-9 Pp. xv + 294 Price £17.00 GBP According to the authors, Doing Task Based Teaching was written for "language teachers who want to gain a better understanding of how ...

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  3. [PDF] Doing Task-Based Teaching

    Doing Task-Based Teaching. Dave Willis, Jane R. Willis. Published 26 April 2007. Education, Linguistics. TLDR. This book gives examples of a range of task sequences suitable for all levels of learners, using both written and spoken English, and takes account of research into language learning, and is ideal for both practising teachers and those ...

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  5. Doing Task-Based Teaching

    Task-based teaching has created enormous interest among teachers in recent years. But how does the idea of designing tasks (e.g. discussions, problems, games) that encourage learners to use real language work in practice? ... Jane Willis, David Willis: Publisher: Oxford University Press, 2013: ISBN: 0194342697, 9780194342698: Length: 294 pages ...

  6. PDF Doing Task-Based Teaching

    Top June 20082008 Volume 12, Number 11 Doing Task-Based Teaching Author: Dave Willis & Jane Willis (2007) Publisher: Oxford: Oxford University Press Pages ISBN Price ISBN 978-0-4422109-9 Pp. xv + 294 £17.00 GBP According to the authors, Doing Task Based Teaching was written for "language teachers who want to gain a better understanding of how task-based teaching

  7. Doing Task-based Teaching

    Books. Doing Task-based Teaching. Dave Willis, Jane Willis. Oxford University Press, 2007 - Language and languages - 278 pages. Aimed at language teachers who want to gain a better understanding of task-based learning and how it works in practice, this text demonstrates procedures for designing and adapting tasks.

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    Doing Task-Based Teaching - Free ebook download as PDF File (.pdf) or read book online for free. Scribd is the world's largest social reading and publishing site.

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    Doing Task-Based Teaching - Oxford Handbooks for Language Teachers - Ebook written by Jane Willis, David Willis. Read this book using Google Play Books app on your PC, android, iOS devices. Download for offline reading, highlight, bookmark or take notes while you read Doing Task-Based Teaching - Oxford Handbooks for Language Teachers.

  10. Doing Task-Based Teaching

    Doing Task-Based Teaching: A practical guide to task-based teaching for ELT training courses and practising teachers. Ohlt Series Oxford handbooks for language teachers: Authors: Dave Willis, Jane Willis: Edition: illustrated: Publisher: OUP Oxford, 2007: ISBN: 0194422100, 9780194422109: Length: 294 pages: Subjects

  11. Doing Task-Based Teaching

    Doing Task-based Teaching is 'a practical guide to designing, creating, and using tasks and task sequences', whereas Task-Based Language Education unites a 'discussion of task-based pedagogical principles with descriptions of their application to real-life education problems', in particular in the last ten years in 1,200 state schools ...

  12. Doing Task-Based Teaching

    The great strength of Doing Task-Based Teaching is the inclusion of many examples of tasks and task sequences from a large group of teachers around the world. For example, in Canada, Sandee Thompson tweaks a 'directions' task with her lower intermediate students; at Yale University, Alicia van Altena gets her students on a 'Spanish in the ...

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    020_Doing_Task-based_Teaching_Dave Willis_Jane_Willis.pdf - Free ebook download as PDF File (.pdf), Text File (.txt) or read book online for free. Scribd is the world's largest social reading and publishing site.

  14. Download 'doing Task-based Teaching'

    Download 'doing Task-based Teaching' - Willis Dave, Willis Jane. Type: PDF. Date: July 2019. Size: 65.6MB. Author: Jason Beavan. This document was uploaded by user and they confirmed that they have the permission to share it. If you are author or own the copyright of this book, please report to us by using this DMCA report form.

  15. Doing Task-Based Teaching

    Task-based teaching has created enormous interest among teachers in recent years. But how does the idea of designing tasks (e.g. discussions, problems, games) that encourage learners to use real language work in practice? This book explains the basic principles behind task-based learning and teaching and gives practical examples of how to make it work in different teaching situations.

  16. 'doing Task-based Teaching'

    September 2019809. Learning Teaching Scrivener. September 2019723. More Documents from "Zia Sherrell". 'doing Task-based Teaching' - Willis Dave, Willis Jane. July 20195,200. Nobilis 3rd Edition Non-weebaoo Version. August 20191,502. July 20191,184.

  17. PDF Task-Based Language Teaching

    Task-based language teaching (TBLT) is an approach that differs from traditional ... 1.1 Outline of the task-based learning framework (based on Willis 1996, p. 52) page 15 2.1 Cognitive-interactionist model informing TBLT 31 2.2 Model of non-understanding routines (Varonis and Gass 1985) 35 2.3 The explicit/implicit continuum

  18. PDF Task-based Language Teaching: from meaning to form

    When they find they can achieve the task goals, even with their limited English, they gain confidence, feel liberated, their motivation increases, they learn more and become better communicators. as they proceed from Task to Report stage, and to analyse and practise forms. Edwards C. and J. Willis (eds) 2005.

  19. (PDF) A Framework for Task-Based Learning

    In A Framework for Task-Based Learning, Willis draws thoughtful insights from current research regarding communicative language teaching and REVIEWS 157 fdevelops a practical guide for second/foreign language teachers on how to conduct task-based learning (TBL). The book is divided into three parts.

  20. [PDF] Expanding on Willis' TBL Framework

    Linguistics, Education. Over twenty years ago, Jane Willis introduced her framework for task-based learning (Willis, 1996). The framework is simple, easy to follow and use, and importantly, it is based upon sound theoretical principles of language learning. This article is an attempt to develop the framework by adding the element of language ...

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    Download 'Doing Task-Based Teaching' - Willis Dave, Willis Jane. EPDFX - Free, Fast and Secure. Home ... Report this file. Description Download 'Doing Task-Based Teaching' - Willis Dave, Willis Jane Free in pdf format. Account 40.77.167.44. Login. Register. Search. Search. Welcome to DLSCRIB. Partner Sites Youtube to Mp3 Converter

  22. A Framework for Task-based Learning

    A Framework for Task-based Learning. Jane Willis. Intrinsic Books Ltd, Oct 7, 2021 - Foreign Language Study - 192 pages. A complete guide to the methodology and practice of task-based language teaching. For those who wish to adopt a genuinely learner-centred approach to their teaching. Probably the definitive guide to task-based language teaching.

  23. A Framework for Task-Based Learning

    A Task-based Approach to Materials Development. D. Nunan. Materials Science. 2010. TLDR. The purpose of this chapter is to present a task-based approach to materials development, drawing on a distinction between synthetic and analytical approaches to syllabus design first articulated by Wilkins (1976).