LEADER 05561nam 2200745Ia 450 001 9910957696003321 005 20240313044623.0 010 $a9781283894852 010 $a1283894858 010 $a9789027273420 010 $a9027273421 035 $a(CKB)2670000000272559 035 $a(EBL)1034982 035 $a(OCoLC)813987828 035 $a(SSID)ssj0000830860 035 $a(PQKBManifestationID)12367206 035 $a(PQKBTitleCode)TC0000830860 035 $a(PQKBWorkID)10820945 035 $a(PQKB)11069331 035 $a(MiAaPQ)EBC1034982 035 $a(Au-PeEL)EBL1034982 035 $a(CaPaEBR)ebr10608339 035 $a(CaONFJC)MIL420735 035 $a(DE-B1597)721294 035 $a(DE-B1597)9789027273420 035 $a(EXLCZ)992670000000272559 100 $a20120606d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTask-based language teaching in foreign language contexts $eresearch and implementation /$fedited by Ali Shehadeh, Christine A. Coombe 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2012 215 $a1 online resource (384 p.) 225 0 $aTask-based language teaching ;$vv. 4 300 $aDescription based upon print version of record. 311 08$a9789027207234 311 08$a9027207232 320 $aIncludes bibliographical references and index. 327 $aTask-Based Language Teaching in Foreign Language Contexts; Editorial page; Title page; LCC data; Dedication page; Table of contents; Preface; Foreword; References; Chapter 1. Introduction; Introduction; What is a foreign language context?; Factors and problems associated with educational settings in EFL contexts; Institutional factors; Teacher factors; Student factors; An overview of the book; Concluding remarks; References; Section I. Variables affecting task-based language learning and performance 327 $aChapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners' oral productionIntroduction; Task complexity and L2 task performance; Task performance and attentional capacity; Previous studies on the effects of planning on L2 performance; Previous studies on the effects of inherent task characteristics on L2 performance; Research aims and hypotheses; Methodology; Participants; Tasks and procedures; Data analysis; Results; Analysis by global measures; Analysis by specific measures; Discussion; Conclusion; References; Chapter 3. Measuring task complexity; Introduction 327 $aInvestigating task complexity and proficiencyPrevious research on ± elements and ± reasoning demands; Measuring task complexity; Research questions; Methodology; Participants; Materials; Tasks; Procedure; Production CAF measures; Statistical analysis; Results; Research Question 1: Perception of task difficulty; Research Question 2: Impact of task complexity on L2 production; Summary of results; Discussion; Research Question 1: Effects of L2 proficiency on the perception of task difficulty; Research Question 2: The impact of L2 proficiency on performance; Limitations and conclusion; References 327 $aAppendix AAppendix B; Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners; Introduction; Modality of language production and accuracy; Research questions; Method; Context and participants; Tasks; Data collection procedures; Accuracy measures and coding of data; Analysis of data; Results; Accuracy; Students' priority ordering of grammar, vocabulary, and organization; Discussion; Pedagogical implications; Limitations of the study and directions for further research; References; Appendix A; Appendix B; Appendix C 327 $aChapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing settingIntroduction; Theoretical framework; The study: Setting and task; Method; Participants; Task conditions; Materials; Procedure; Analysis of data and scoring; Results; Overall language proficiency and vocabulary knowledge; Recall; Vocabulary acquisition; Discussion; Conclusions and implications of the study; Pedagogical implications; Implications for future research; Acknowledgement; References; Appendix; Chapter 6. Task structure and patterns of interaction; Introduction 327 $aResearch into task interaction 330 $aThis final chapter builds on issues which have been discussed implicitly or explicitly within the volume. I address five themes: research methodology; contextual adaptations; TBLT in Chinese contexts; assessment; and teacher education. I conclude by speculating on some possible future directions for TBLT and some avenues for further research. 410 0$aTask-Based Language Teaching 606 $aLanguage and languages$xStudy and teaching$xMethodology 606 $aSecond language acquisition$xMethodology 606 $aTask analysis in education 615 0$aLanguage and languages$xStudy and teaching$xMethodology. 615 0$aSecond language acquisition$xMethodology. 615 0$aTask analysis in education. 676 $a418.0071 701 $aShehadeh$b Ali$01799786 701 $aCoombe$b Christine A$g(Christine Anne),$f1962-$0983390 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910957696003321 996 $aTask-based language teaching in foreign language contexts$94344188 997 $aUNINA