05783nam 2200685 450 991046505880332120200520144314.090-272-7019-8(CKB)3710000000168315(EBL)1730201(SSID)ssj0001262570(PQKBManifestationID)12569150(PQKBTitleCode)TC0001262570(PQKBWorkID)11216838(PQKB)10005634(MiAaPQ)EBC1730201(Au-PeEL)EBL1730201(CaPaEBR)ebr10891863(CaONFJC)MIL625518(OCoLC)883374073(EXLCZ)99371000000016831520140722h20142014 uy 0engur|n|---|||||txtccrTechnology-mediated TBLT researching technology and tasks /edited by Marta Gónzalez-Lloret, University of Hawai'i at Manoa ; Lourdes Ortega, Georgetown UniversityAmsterdam, Netherlands ;Philadelphia, Pennsylvania :John Benjamins Publishing Company,2014.©20141 online resource (342 p.)Task-Based Language Teaching: Issues, Research and Practice (TBLT) ;Volume 6Description based upon print version of record.90-272-0727-5 Includes bibliographical references at the end of each chapters and index.Technology-mediated TBLT; Editorial page; Title page; LCC data; Table of content; Chapter 1.Towards technology-mediated TBLT; Introduction; CALL and TBLT: Potential for synergies; Towards a new understanding of technology-and-task integration: Technology-mediated TBLT; Structure of the collection; Summary of the main chapters; Limitations and future research; References; Chapter 2.The need for needs analysis in technology-mediated TBLT; Introduction; Defining and conducting a NA: Needs, wants, desires; Examples of NA in language teaching; The central role of NA in TBLTEarly NAs in technology-mediated education: Tasks, language, and technology needsPropelling technology to center stage in NA for technology-mediated TBLT; What to include in a NA of technology-mediated TBLT; Tasks; Tools; Digital literacies; Access to technology; Looking forward to the future: A new model of TBLT and needs analysis; Conclusion; References; Chapter 3.Prior knowledge and second language task production in text chat; Introduction; Tasks in computer-mediated contexts; Task complexity and language production; Prior knowledge and task-based performanceThe Cognition Hypothesis and CMCThe present study; Method; Participants; The task; Procedure; Data collection; Coding of complexity, accuracy, and fluency in CMC data; Results; Discussion; Conclusion; References; Chapter 4.Textbooks, tasks, and technology; Introduction; Tasks and TBLT in textbook-bound contexts for L2 learning and teaching; The action research study; Online TBLT design: The Story Telling Contest task; Method; Participants; Task design and implementation; Data collection and analysis; Results; Quantitative evidence of student perceptionsQualitative evidence from questionnaires Further insights from interviews; Summary of qualitative perceptions; Evidence from gap-filling test on narrative tenses; Discussion ; Limitations and conclusion; PostScript; References; Digital Tools; Anchor 76; Appendix A; Appendix B; Chapter 5.Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks ; Introduction; Teaching task-based process writing; Collaboration and social, mediated learning; Chats and wikis as Web 2.0 social tools for language learning; The genres of argumentation and expositionOur previous research and present research questionsMethod; Participants; Procedure and schedule; The task-based writing module; Data; Analysis; Results; Composition elements: Effects of social tool and genre; Synchronous Interactions in Chats: Collaboration and scaffolding; Accuracy and syntactic complexity of task products; Discussion; The role of chats and wikis in task-based collaborative writing; Insights about writing in two genres; Accuracy and syntactic complexity of essay products; A cautionary note on accuracy ; Limitations and conclusion; ReferencesChapter 6.TBLT and synthetic immersive environmentsThis chapter describes and evaluates an intermediate online, task-based Chinese course through an analysis of learner performance on the course tasks and assessments, including the performance-based assessments (PBAs) developed specifically for the course. After a brief consideration of online instruction and task-based language teaching (TBLT), the online TBLT course is described in some depth and the technology-mediated pedagogic tasks and associated PBAs are presented. The findings from these tasks and assessments are then reported, followed by a discussion of what the outcomes data revealeTask-based language teaching ;Volume 6.Language and languagesComputer-assisted instructionLanguage and languagesStudy and teachingMethodologyTask analysis in educationElectronic books.Language and languagesComputer-assisted instruction.Language and languagesStudy and teachingMethodology.Task analysis in education.418.0078/5González-Lloret MartaOrtega LourdesMiAaPQMiAaPQMiAaPQBOOK9910465058803321Technology-mediated TBLT1973518UNINA