07560nam 22007811 450 991078819870332120140925152430.01-4725-7223-81-350-20210-X1-4742-1987-X1-4725-7222-X10.5040/9781474219877(CKB)2670000000587113(EBL)1894992(SSID)ssj0001382503(PQKBManifestationID)11802661(PQKBTitleCode)TC0001382503(PQKBWorkID)11459891(PQKB)10725585(MiAaPQ)EBC1894992(OCoLC)898214292(UtOrBLW)bpp09258989(EXLCZ)99267000000058711320150504d2015 uy 0engur|n|---|||||txtccrContemporary Task-Based Language Learning and Teaching in Asia /edited by Michael Thomas & Hayo ReindersLondon ;New York :Bloomsbury Academic,2015.1 online resource (417 p.)Contemporary studies in linguisticsDescription based upon print version of record.1-322-49760-5 1-4725-7221-1 Includes bibliographical references and index.Machine generated contents note: -- Foreword, Professor David NunanIntroduction, Michael Thomas, University of Central Lancashire, UK. SECTION I: The SOUTH - EAST Asian Context: PHILOSOPHY AND IMPLEMENTATION1. Task-Based Language Teaching in the Asian Context: Where Are We Now and Where are We Going?, Chun Lai, University of Hong Kong, HK -- 2. Exploring Ways to Accommodate Task-based Language Teaching in Chinese Schools, Shaoqian Luo, The Chinese University of Hong Kong, HK & Yafu Gong, English Education Research Center, China -- 3. Bridging Task-Based Language Teaching and Communicative Language Teaching in Cambodia: A Case Study of an Integrated TBLT and CLT Program, Nicole Takeda, Bayon English Academy, Cambodia -- 4. Applications and Implications of TBLT in Thailand, Punchalee Wasansomsithi, Chulalongkorn University, Thailand.SECTION II: FOCUSING ON THE LEARNER. 5. Empowering University Students For The Global Workplace: A Multi-Modal, Task-Based Project, Brad Blackstone, National University Singapore, Singapore & Radhika Jaidev, National University Singapore, Singapore -- 6. 'Old Wine in New Bottles': Two Case Studies of TBLT in Vietnam, Nguyen Gia Viet, Ha Tinh University, Vietnam & Le Van Canh, Vietnam National University, Vietnam & Roger Barnard, University of Waikato, New Zealand -- 7. TBLT in the Primary Schools of South China, Yuefeng Zhang, Hong Kong Institute of Education, HK -- 8. Tasks for language learners in Yangon, Daniel Sang, Starfish Language and Business, New Zealand & Marilyn Lewis, University of Auckland, New Zealand.SECTION III: TEACHERS' PERSPECTIVES. 9. Preparing for Tasks in Vietnamese EFL High School Classrooms: Teachers in Action, Bao Trang Thi Nguyen, Victoria University Wellington, New Zealand & Jonathan Newton, Victoria University Wellington, New Zealand & David Crabbe, Victoria University Wellington, New Zealand -- 10. Teachers' Perceived Difficulty in Implementing TBLT in China, Shaoqian Luo, The Chinese University of Hong Kong, HK -- 11. Gaining Acceptance of Task-Based Teaching During Malaysian Rural In Service Teacher Training, Stephen Hall, Sunway University, Malaysia.SECTION IV: TECHNOLOGY. 12. TBLT and Technology in an Asian Context: The Case of Japan, Michael Thomas, University of Central Lancashire, UK -- 13. Employing Online Chat to Resolve Task-based Activities: Using Online Chat to Promote Cultural Language Exchange with Taiwanese Learners, Mark Freiermuth, Gunma Prefectural Women's University, Japan -- 14. Language Learning Performance Using Engineering-based Tasks via Text Chat in Malaysia, Nik Aloesnita Nik Mohd Alwi, Universiti Malaysia Pahang, Malaysia.SECTION V: MATERIALS AND CURRICULUM DESIGN. 15. Contextually Framing Task-Based English Language Pedagogy: Vocational English Materials Development, Handoyo Puji Widodo, University of Adelaide, Australia -- 16. Materials Design for TBLT in Thailand: Balancing Process and Content, Pornapit Darasawang, King Mongkut's University of Technology Thonburi, Thailand & Wilaksana Srimavin, King Mongkut's University of Technology Thonburi, Thailand -- 17. The Effects of Input on Output-based L2 Tasks in a Japanese University Setting, Wataru Suzuki, University of Toronto, Canada & Nobuya Itagaki, University of Toronto, Canada -- 18. A Needs Analysis for a Korean Middle School EFL General English Curriculum, Moonyoung Park, Iowa State University, USA.SECTION VI: ASSESSMENT AND EVALUATION. 19. Task-based Assessment for Young Learners: Old Meets New Cultures, Yuko Goto Butler, University of Pennsylvania, USA & Wei Zeng, University of Pennsylvania, USA -- 20. Students' Perceptions of Task-based Language Teaching: An exploration of course Evaluation, Gusti Astika, Satya Wacana Universitya, IndonesiaCONCLUSION TBLT in Asia: Lessons for the Future, Hayo Reinders, Chulalongkorn University, Thailand."Over the last decade task-based approaches to language learning and teaching (TBLT) have become a global focus of increased levels of research. Governments around the world have turned to TBLT as a potential solution for curricula that lack authentic and meaningful engagement with language learning and are failing to motivate students as a result. This book focuses on Asia, where this shift has been particularly in evidence. TBLT has often been implemented in top-down approaches to curriculum development, which presents a huge range of challenges at the cultural as well as the pedagogic level.Contemporary Task Based Language Teaching in Asia looks at the drivers, stakeholders and obstacles across the region. Some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards. The chapters cover all aspects of language education across Asia, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels."--Bloomsbury Publishing.Contemporary Studies in LinguisticsCognitive learningCompetence and performance (Linguistics)Language and languagesStudy and teachingAsiaLanguage policyAsiaPsycholinguisticsTask analysis in educationAsiaApplied linguistics for ELTCognitive learning.Competence and performance (Linguistics)Language and languagesStudy and teachingLanguage policyPsycholinguistics.Task analysis in education428.0071/05LAN009000bisacshReinders HayoThomas Michael1969-UtOrBLWUtOrBLWBOOK9910788198703321Contemporary Task-Based Language Learning and Teaching in Asia3687326UNINA03812nam 22006495 450 991034185200332120200704051732.03-030-19150-810.1007/978-3-030-19150-4(CKB)4100000009362545(DE-He213)978-3-030-19150-4(MiAaPQ)EBC5917774(EXLCZ)99410000000936254520190923d2019 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierEpistemic Governance Social Change in the Modern World /by Pertti Alasuutari, Ali Qadir1st ed. 2019.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2019.1 online resource (X, 192 p. 1 illus.) 3-030-19149-4 1. Introduction -- 2. Epistemic Work -- 3. Imageries of the Social World. - 4. Authority as Epistemic Capital -- 5. International Organizations -- 6. Parliaments -- 7. Social Movements and NGOs -- 8. Epistemic Governance as a Methodological Toolkit.This book argues that modern governance is performed by actors who seek social change epistemically, by drawing on widespread, public views of reality. Agents of change such as parliamentarians or social movement activists will assess and affect what they believe to be people’s conceptions of what is possible, rational, and desirable. This often means that these key authority figures will invest in credible knowledge production, as well as appeal to individual and group identifications, emotions, and values. Alasuutari and Qadir show how this epistemic governance works in three important arenas of social change: parliaments, which debate laws that constitute the bulk of reforms; international organizations that circulate global norms; and social movements and NGOs. Through their analysis, the authors’ detailed, innovative methodology for discourse analysis indicates the utility of epistemic governance as a new paradigm for research into global social change. This book will be of use to students in upper level degree programs who want to design empirical research into social change as well as researchers in sociology, political science and public policy.Political sociologySocial policySocial sciences—PhilosophySocial sciencesPolitical sciencePolitical Sociologyhttps://scigraph.springernature.com/ontologies/product-market-codes/X22170Social Policyhttps://scigraph.springernature.com/ontologies/product-market-codes/X33000Social Theoryhttps://scigraph.springernature.com/ontologies/product-market-codes/X22140Methodology of the Social Scienceshttps://scigraph.springernature.com/ontologies/product-market-codes/X17000Governance and Governmenthttps://scigraph.springernature.com/ontologies/product-market-codes/911220Political sociology.Social policy.Social sciences—Philosophy.Social sciences.Political science.Political Sociology.Social Policy.Social Theory.Methodology of the Social Sciences.Governance and Government.320.6320.601Alasuutari Perttiauthttp://id.loc.gov/vocabulary/relators/aut1050200Qadir Aliauthttp://id.loc.gov/vocabulary/relators/autMiAaPQMiAaPQMiAaPQBOOK9910341852003321Epistemic Governance2507414UNINA