Task-Based Language Education: From Theory to Practice (Cambridge Applied Linguistics) Review

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Task-Based Language Education: From Theory to Practice (Cambridge Applied Linguistics) ReviewAs with all methodologies, Task-Based Language Teaching has been promoted by some and criticised by others. In addition, the definitions of 'task' abound, allowing everyone to call themselves proponents of TBLT.
TBLT is, however an approach, rather than a methodology, and this book does well to set the parameters from the beginning. It is also an important book, in that it documents a large TBLT programme (1200 students) that took place over 10 years, and was successful. At last, we have details of TBLT working as it was designed to work, providing meaningul, authentic language learning, with quantifiable results.
Task-Based Language Education: From Theory to Practice (Cambridge Applied Linguistics) OverviewTask-based language teaching (TBLT) has been attracting the attention of researchers, curriculum developers, teacher trainers and language teachers for many years. However, much of the available literature and research has been from a psycholinguistic perspective, driven by the desire to understand how people acquire a second language. Far less research has been carried out as to whether TBLT works for real teachers and real learners in a classroom environment. This book aims to offer a unique contribution by uniting a discussion of task-based pedagogical principles with descriptions of their application to real life language education problems. It provides an account of the many challenges and obstacles that the implementation of TBLT raises and discusses the different options for overcoming them. The book contains a substantial body of research from Flanders, where the implementation of TBLT has been a nationwide project for fifteen years in primary, secondary and adult education.

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From Corpus to Classroom: Language Use and Language Teaching (Cambridge Language Teaching Library) Review

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From Corpus to Classroom: Language Use and Language Teaching (Cambridge Language Teaching Library) ReviewIt is easy to read with lots of examples. Gives planty of ideas if you are interested in corpus study.From Corpus to Classroom: Language Use and Language Teaching (Cambridge Language Teaching Library) OverviewFrom Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy.The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context.

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