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Task-based language teaching from the teacher's perspective [[electronic resource] ] : insights from New Zealand / / Martin East
| Task-based language teaching from the teacher's perspective [[electronic resource] ] : insights from New Zealand / / Martin East |
| Autore | East Martin |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : J. Benjamins Pub. Co., c2012 |
| Descrizione fisica | 1 online resource (279 p.) |
| Disciplina | 418.0071/093 |
| Collana | Task-based language teaching : issues, research and practice (TBLT) |
| Soggetto topico | Language and languages - Study and teaching - New Zealand |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-42490-8
9786613424907 90-272-8182-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Task-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
Curriculum 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 Formulaic 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 The 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 Transitioning 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 Assessment for learning - the use of classroom-based tasks |
| Record Nr. | UNINA-9910461838503321 |
East Martin
|
||
| Amsterdam ; ; Philadelphia, : J. Benjamins Pub. Co., c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Task-based language teaching from the teacher's perspective [[electronic resource] ] : insights from New Zealand / / Martin East
| Task-based language teaching from the teacher's perspective [[electronic resource] ] : insights from New Zealand / / Martin East |
| Autore | East Martin |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : J. Benjamins Pub. Co., c2012 |
| Descrizione fisica | 1 online resource (279 p.) |
| Disciplina | 418.0071/093 |
| Collana | Task-based language teaching : issues, research and practice (TBLT) |
| Soggetto topico | Language and languages - Study and teaching - New Zealand |
| ISBN |
1-283-42490-8
9786613424907 90-272-8182-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Task-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
Curriculum 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 Formulaic 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 The 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 Transitioning 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 Assessment for learning - the use of classroom-based tasks |
| Record Nr. | UNINA-9910789872703321 |
|
East Martin
|
||
| Amsterdam ; ; Philadelphia, : J. Benjamins Pub. Co., c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Task-based language teaching from the teacher's perspective : insights from New Zealand / / Martin East
| Task-based language teaching from the teacher's perspective : insights from New Zealand / / Martin East |
| Autore | East Martin |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : J. Benjamins Pub. Co., c2012 |
| Descrizione fisica | 1 online resource (279 p.) |
| Disciplina | 418.0071/093 |
| Collana | Task-based language teaching : issues, research and practice (TBLT) |
| Soggetto topico | Language and languages - Study and teaching - New Zealand |
| ISBN |
1-283-42490-8
9786613424907 90-272-8182-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Task-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
Curriculum 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 Formulaic 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 The 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 Transitioning 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 Assessment for learning - the use of classroom-based tasks |
| Record Nr. | UNINA-9910827298203321 |
|
East Martin
|
||
| Amsterdam ; ; Philadelphia, : J. Benjamins Pub. Co., c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||