LEADER 04749nam 2200709 450 001 9910797893403321 005 20230406124308.0 010 $a90-272-6782-0 035 $a(CKB)3710000000494430 035 $a(EBL)4386577 035 $a(SSID)ssj0001570148 035 $a(PQKBManifestationID)16221733 035 $a(PQKBTitleCode)TC0001570148 035 $a(PQKBWorkID)14190385 035 $a(PQKB)11122743 035 $a(PQKBManifestationID)14143085 035 $a(PQKBWorkID)13280318 035 $a(PQKB)21084377 035 $a(MiAaPQ)EBC4386577 035 $a(DLC) 2015035107 035 $a(EXLCZ)993710000000494430 100 $a20150903h20152015 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDomains and directions in the development of TBLT $ea decade of plenaries from the International Conference /$fedited by Martin Bygate, University of Lancaster 210 1$aAmsterdam ;$aPhiladelphia :$cJohn Benjamins Publishing Company,$d[2015] 210 4$d©2015 215 $a1 online resource (349 p.) 225 1 $aTask-Based Language Teaching,$x1877-346X ;$vvolume 8 300 $aDescription based upon print version of record. 311 $a90-272-0731-3 320 $aIncludes bibliographical references and index. 327 $aDomains 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 327 $aTask-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 327 $aConcluding 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 327 $aCognitive 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 327 $aContrasts between the approaches 410 0$aTask-based language teaching ;$vv. 8. 606 $aLanguage and languages$xStudy and teaching$xMethodology 606 $aSecond language acquisition 606 $aTask analysis in education 606 $aAdquisició d'una segona llengua$2thub 606 $aLlenguatge i llengües$2thub 608 $aLlibres electrònics$2thub 615 0$aLanguage and languages$xStudy and teaching$xMethodology. 615 0$aSecond language acquisition. 615 0$aTask analysis in education. 615 7$aAdquisició d'una segona llengua 615 7$aLlenguatge i llengües 676 $a418.0071 702 $aBygate$b Martin 712 12$aInternational Conference on Task-Based Language Teaching, 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797893403321 996 $aDomains and directions in the development of TBLT$93782906 997 $aUNINA