Topic
Task-based language learning
About: Task-based language learning is a research topic. Over the lifetime, 144 publications have been published within this topic receiving 14932 citations.
Papers published on a yearly basis
Papers
Book•
2 Apr 1998TL;DR: In this article, the role of memory and lexical learning in language learning is discussed, and a rationale for task-based instruction is presented, as well as a model of language learning.
Abstract: Acknowledgements Preface Introduction 1. Comprehension and production strategies in language learning 2. The role of memory and lexical learning 3. Psycholinguistic processes in language use and language learning 4. Models of language learning 5. A rationale for task-based instruction 6. Implementing task-based instruction 7. Processing perspectives on testing 8. Research into language aptitude 9. Issues in aptitude theory: exceptional learners and modularity 10. Learning style 11. Learners, learning, and pedagogy 12. Conclusions Bibliography Index
3,643 citations
Book•
1 Jan 2003
TL;DR: The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task- based course design, methodology, and assessment.
Abstract: This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.
3,444 citations
Book•
1 Jan 1989
TL;DR: Designing Tasks for the Communicative Classroom provides a balanced introduction to both the theoretical and practical aspects of communicative task design, and is aimed at all second and foreign language teachers who want to develop their own tasks, or adopt those of others.
Abstract: Designing Tasks for the Communicative Classroom provides a balanced introduction to both the theoretical and practical aspects of communicative task design, and is aimed at all second and foreign language teachers who want to develop their own tasks, or adopt/adapt those of others. The major purpose is to integrate recent research and practice in language teaching into a framework for analysing learning tasks. This framework should help teachers select, adapt or create their own communicative tasks. The ideas presented are relevant to teachers working in or preparing for a range of teaching situations with a variety of learner types.
3,004 citations
TL;DR: TASK-BASED LANGUAGE LEARNING and TEACHING as mentioned in this paper is a survey of task-based second language research and teaching, focusing on how tasks have figured in both SLA and language pedagogy.
Abstract: TASK-BASED LANGUAGE LEARNING AND TEACHING. Rod Ellis . Oxford: Oxford University Press, 2003. Pp. x + 387. $24.95 paper. This book is part of the Oxford University Press series in Applied Linguistics . In the preface, Ellis explains that his goal was to produce a book that “attempts to examine ‘task’ from a variety of perspectives,” noting he was striving in particular for “a rounded, balanced account of how tasks have figured in both SLA and language pedagogy” (p. ix). As Ellis also notes, the book is not a “how to” guide for the teacher or researcher but rather a text that informs about current research and practice on task-based second language research and teaching.
2,382 citations
Book•
1 Oct 19871,729 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 6 |
| 2020 | 9 |
| 2019 | 12 |
| 2018 | 7 |
| 2017 | 11 |
| 2016 | 10 |