Domains and directions in the development of TBLT : a decade of plenaries from the International Conference / / edited by Martin Bygate, University of Lancaster

• Record Nr.: UNINA9910797893403321
• Pubbl/distr/stampa: Amsterdam ; ; Philadelphia : , : John Benjamins Publishing Company, , [2015]; ©2015
• ISBN: 90-272-6782-0
• Descrizione fisica: 1 online resource (349 p.)
• Collana: Task-Based Language Teaching, , 1877-346X ; ; volume 8
• Disciplina: 418.0071
• Soggetti: Language and languages - Study and teaching - Methodology; Second language acquisition; Task analysis in education; Adquisició d'una segona llengua; Llenguatge i llengües; Llibres electrònics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Domains and Directions in the Development of TBLT; Editorial page; Title page; LCC data; Table of contents; Introduction; The DNA of TBLT; The fundamental challenge to the TBLT project; The organisation of the volume; Acknowledgments; References; TBLT; TBLT: Definition and rationale; TBLT's consistency with research findings on ISLA; TBLT: A brief primer; Task-based needs analysis; Task syllabus design; Production of task-based materials; Methodology and pedagogy; Task-based, criterion-referenced performance testing; Program evaluation; Does TBLT have a future?; Building the road as we travel; Task-based interactions online: What the research base tells teachersCognitive complexity in technology-mediated tasks: An opening agenda; Widening the scope: Beyond online translations of traditional tasks; Technology-mediated tasks at their best: Some examples; Traditional tasks reinvigorated by technological innovation and virtual excitement; New tasks deriving from new mobile and social ; technologies; When technology and tasks meet: Towards technology-mediated TBLT; The challenge of authenticity in technology-mediated TBLT; Multifaceted motivation in technology-mediated TBLT; Concluding remarksReferences; The Cognition Hypothesis, second language task demands and the SSARC model of pedagogic task sequencing; Introduction; Syllabus design; Mapping pedagogic task design to real-world task demands; Situating and distributing task cognition; The Cognition Hypothesis; Task Sequencing Principle 1; Task Sequencing Principle 2; The SSARC model; The Triadic Componential Framework for task classification and sequencing; Task Complexity; Task Complexity and task sequencing; Task Conditions; Task Difficulty; Mapping Task Complexity/Condition-Task Difficulty interactions; Cognitive abilities and Task ComplexityBroad summary of potentials for Task Complexity-Task Difficulty interactions; Affective factors and Task Conditions; The Cognition Hypothesis and the Trade-Off Hypothesis; Summary and Conclusions; Reference; Limited Attention Capacity and Cognition; Introduction; The Limited Attention Capacity (LAC) Hypothesis: Underlying principles; Evidence and theory; Task research and the Levelt Model: General outline; Conceptualiser Influences; Formulator influences: Lemma retrieval; Formulator influences: Syntactic encoding; The Cognition Hypothesis; Contrasts between the approaches