LEADER 05611nam 2200685 a 450 001 9910968670803321 005 20250506132704.0 010 $a1-283-42490-8 010 $a9786613424907 010 $a90-272-8182-3 024 7 $a10.1075/tblt.3 035 $a(CKB)2670000000139891 035 $a(EBL)832306 035 $a(OCoLC)769927255 035 $a(SSID)ssj0000832502 035 $a(PQKBManifestationID)12410557 035 $a(PQKBTitleCode)TC0000832502 035 $a(PQKBWorkID)10882013 035 $a(PQKB)10695054 035 $a(Au-PeEL)EBL832306 035 $a(CaPaEBR)ebr10524084 035 $a(CaONFJC)MIL342490 035 $a(iGPub)JOBE0002691 035 $a(DE-B1597)721635 035 $a(DE-B1597)9789027281821 035 $a(MiAaPQ)EBC832306 035 $a(EXLCZ)992670000000139891 100 $a20110909d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTask-based language teaching from the teacher's perspective $einsights from New Zealand /$fMartin East 210 $aAmsterdam ;$aPhiladelphia $cJ. Benjamins Pub. Co.$dc2012 210 1$aAmsterdam :$cJohn Benjamins Publishing Co.,$d2012. 215 $a1 online resource (279 pages) 225 1 $aTask-based language teaching : issues, research and practice (TBLT),$x1877-346X ;$v3 300 $aDescription based upon print version of record. 311 08$a90-272-0721-6 320 $aIncludes bibliographical references and index. 327 $aTask-Based Language Teaching from the Teachers' Perspective; Editorial page; Title page; LCC data; Table of contents; Author's preface; Acknowledgments; List of key acronyms; 1. TBLT in foreign language classrooms: Fundamental considerations; Why New Zealand?; Structure of the book; 2. TBLT in New Zealand: Curriculum renewal; Background; Communicative Language Teaching: A paradigm found wanting?; Problems with the guidelines; Problems with assessment; Subject enrolments; The new learning area: Moving away from CLT; Practitioner perspectives; The number one problem - recruitment and retention 327 $aCurriculum and assessment requirementsConclusions; 3. TBLT in New Zealand: Curriculum support; Background; The Ellis report: Introduction; The ten principles in theory; The ten principles in practice; Opportunities for professional development and teacher support; The ten principles and Learning Languages; New curriculum support guidelines; Curriculum Support Days; The Teacher Professional Development Languages (TPDL) programme; A new operational framework for FL teaching and learning; Practitioner perspectives; The benefits of formulaic expressions 327 $aFormulaic sequences and communicative activitiesThe limitations of formulaic expressions; Conclusions; 4. TBLT and communication; Background; The core communication strand; Tasks and pedagogical practice: Misunderstandings; Defining tasks in theory; Practitioner perspectives; Viewpoints from the advisors; Viewpoints from the teachers; More developed interpretations of task; Tasks for beginners in the language; Tasks at the senior level; Group work tasks as opportunities for co-construction of knowledge; Conclusions; 5. TBLT and language knowledge; Background 327 $aThe supporting language knowledge strandFormal language knowledge within a TBLT framework; Pedagogical implications; Task selection and target structures: Should teachers make deliberate choices?; Task completion and noticed structures: Should teachers make the rules explicit?; Task follow-up and practice: Can teachers use grammar exercises?; Focus on form in TBLT; Practitioner perspectives; Viewpoints from the advisors; Viewpoints from the teachers; Past and present experiences; Inductive and deductive approaches; Differentiating between the junior and senior years 327 $aTransitioning towards TBLT: The case of SophieConclusions; 6. TBLT and cultural knowledge; Background; The supporting cultural knowledge strand; Communicative competence and intercultural competence; Intercultural communicative competence as a theoretical construct; Intercultural competence and TBLT; Practitioner perspectives; Culture as artefact; Culture embedded within language / language as a mediator of culture; Being intercultural and relating to otherness; Culture and tasks; Conclusions; 7. TBLT and assessment; Background; Assessment paradigms 327 $aAssessment for learning - the use of classroom-based tasks 330 $aTask-based language teaching (TBLT) is being encouraged as part of a major overhaul of the entire school languages curriculum in New Zealand. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particul 410 0$aTask-based language teaching ;$vv. 3. 606 $aLanguage and languages$xStudy and teaching$zNew Zealand 615 0$aLanguage and languages$xStudy and teaching 676 $a418.0071/093 700 $aEast$b Martin$0950796 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910968670803321 996 $aTask-based language teaching from the teacher's perspective$94346944 997 $aUNINA