Bibliografías temáticas / Task-based language teaching

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Literatura académica sobre el tema "Task-based language teaching"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de enero de 2023

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Artículos de revistas sobre el tema "Task-based language teaching"

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Kazeroni, Abdel. "Task-based language teaching". ASp, n.º 7-10 (1 de diciembre de 1995): 113–32. http://dx.doi.org/10.4000/asp.3750.

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Feeney, A. "Task-Based Language Teaching". ELT Journal 60, n.º 2 (1 de abril de 2006): 199–201. http://dx.doi.org/10.1093/elt/cci108.

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Tomlinson, B. "Doing Task-Based Teaching * Task-Based Language Education". ELT Journal 62, n.º 1 (1 de enero de 2008): 92–95. http://dx.doi.org/10.1093/elt/ccm083.

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Van den Branden, Kris y Machteld Verhelst. "Preface: Task-Based Language Teaching". Task-Based Language Teaching 152 (2006): 1–6. http://dx.doi.org/10.2143/itl.152.0.2017860.

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Castro, Catarina. "TEACHING GRAMMAR THROUGH TASK-BASED LANGUAGE TEACHING". Diacrítica 32, n.º 2 (2 de julio de 2019): 18. http://dx.doi.org/10.21814/diacritica.434.

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Although it is not a central aspect, grammar teaching - that is, the use of specific tasks and/or other types of strategies to draw students’ attention to certain linguistic aspects while maintaining a predominant focus on meaning – plays an important role in Task-Based Language Teaching (TBLT), so it is incorrect to claim otherwise. However, it is also true that TBLT avoids explicit teaching of predetermined linguistic items, as in more traditional methods, since it is not considered compatible with the process of second language acquisition, in light of current evidence. Based on the concept of focus on form, the present article aims to exemplify how TBLT can integrate grammar and promote the attention of students of Portuguese as a Foreign Language to structures and linguistic aspects, by using focused tasks and methodological strategies.
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Mohammadi, Elham. "REFLECTIONS ON TASK-BASED LANGUAGE TEACHING". TESOL in Context 29, n.º 2 (31 de diciembre de 2020): 89–90. http://dx.doi.org/10.21153/tesol2020vol29no2art1429.

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Baralt, Melissa. "Reflections on Task-Based Language Teaching". ELT Journal 73, n.º 2 (20 de febrero de 2019): 241–43. http://dx.doi.org/10.1093/elt/ccz005.

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Ahmadian, Mohammad Javad. "Task-based language teaching and learning". Language Learning Journal 44, n.º 4 (octubre de 2016): 377–80. http://dx.doi.org/10.1080/09571736.2016.1236523.

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Williams, T. A. "Task-Based Language Teaching: A Reader". ELT Journal 64, n.º 3 (16 de junio de 2010): 351–54. http://dx.doi.org/10.1093/elt/ccq032.

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Mufabar, Kamba Janna, Hilaluddin Hanafi y Aderlaepe Aderlaepe. "TEACHING READING COMPREHENSION THROUGH TASK BASED LANGUAGE TEACHING". Journal of Language Education and Educational Technology (JLEET) 5, n.º 2 (16 de noviembre de 2020): 83. http://dx.doi.org/10.33772/jleet.v5i2.12765.

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This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT). Keywords: Reading Comprehension, Task Based Language Teaching.
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Tesis sobre el tema "Task-based language teaching"

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Hellström, Rasmus. "Task Based Language Teaching versus Presentation Practice Production : A Comparison of Two Language Teaching Methods". Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125395.

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Hui, Oi-lin Irene y 許愛蓮. "Teachers' perceptions of task-based language teaching: impact on their teaching approaches". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30203077.

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Burlaka, I. "Task-based language teaching as a trend in foreign language learning approaches". Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10505.

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Geng, Xu. "The effects of participatory structure and task type in task-based language teaching". Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521991.

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Xiang, Chun Ping. "A study on task-based language teaching and learning : tasks and language focus". Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180749.

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Mak, Ting-fung Martin y 麥庭峰. "A case study : task-based language teaching in a Chinese foreign language context". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.

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This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected through systematic and methodical research methods. At the end of the research, two theoretical frameworks to evaluate TBLT design and how far it can motivate students are constructed in this project.
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Noroozi, Majeed. "Task-based Language Teaching versus Present, Practice, Produce: Efficacy in Language Learning and Assessment". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3874.

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Long (2015) defines Task-based Language Teaching (TBLT) as “an approach to course design, implementation, and evaluation intended to meet the communicative needs of diverse groups of learners” (p. 5). Task-based Language Teaching has been introduced and developed by second language acquisition researchers as well as language educators in response to the teacher dominated and focus-on-formS methods of language teaching in classrooms such as the approach of Present, Practice, Produce (PPP) (Van den Branden, 2006). The present study aimed to build upon the previous literature on the possible differential effects of the PPP approach and TBLT on students’ language learning (e.g., De la Fuente, 2006;; Lai, Zhao, & Wang, 2011; Li, Ellis & Zhu, 2016; Gonzalez-Lloret & Nielson, 2015; Shintani, 2011, 2013) which have examined the differential effects of these two language methodologies on learners’ language learning. The present study aimed to address the methodological drawbacks of the Li et al. (2016) study by including Task-based Language Assessment (TBLA) in its methodology alongside the GJT and the EIT so as to obtain a more comprehensive picture of the comparison of PPP and TBLT. Thirty-four [e1] participants from three English as a Foreign Language (EFL) classes at the lower intermediate level of proficiency participated in this study, which took place at the Parsian Language Institute located in the city of Ghaemshahr in Iran. The three classes were randomly assigned to three groups of TBLT, PPP, and Control. Learning was measured with the same types of tests as the Li et al. (2016) study, i.e., a GJT and an Elicited imitation test; however, a Task Assessment was added. Participants were administered the pre-assessments, then participated in the TBLT, PPP and Control group treatments, respectively, and finally performed the post-assessments. A Wilcoxon Signed Ranked Test revealed that the performance of TBLT and PPP on the GJT and the EIT significantly improved from pre-assessment to post-assessment, while the Control group did not show any significant improvements on any of the tests. As for the task assessment, results showed that only the TBLT group made significant improvements on their post-assessment, while the PPP and Control group did not statistically improve [e1]Spell out at the beginning of sentences.
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Al, Muhaimeed Sultan A. "Task-based language teaching vs. traditional way of English language teaching in Saudi intermediate schools| A comparative study". Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618942.

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English language teaching and learning receive considerable attention in Saudi Arabian schools as seen in existing efforts of development. A primary purpose of this study is to participate in these efforts of development through the application of a modern constructivist instructional practice for English language teaching and learning on the intermediate school level. This study, in part, strives to determine whether or not the adoption of Task-Based Language Teaching (TBLT) would be a more effective means of increasing the students' reading comprehension achievement scores when compared to the traditional teaching method of the English language that involves (among other things) prompting and drilling of students. This study also strives to gain issues and insights that accompany the application of TBLT through constant comparison and contrast with those that accompany the traditional teaching method.

This mixed-method study is quasi-experimental that uses a pretest and posttests for collecting quantitative data, and classroom observation and researcher log for collecting qualitative data. The study involved 122 participants divided into treatment and control groups. The treatment group has received ten weeks of English language instruction via the TBLT method while the control group has received ten weeks of English language instruction via the traditional teaching method. The independent variable is the use of TBLT in the classroom and the effect/dependent variable is the students' reading comprehension achievement scores.

A Two-Factor Split Plot analysis with the pretest as the covariate is used for analyzing the quantitative data. Analysis of qualitative data included synthesis, rich, and detailed description for classroom observation and grounded theory for researcher log data. The findings show that teaching via the TBLT method has significantly helped students increase their reading comprehension achievement scores more than that of the traditional teaching method of the English language. The findings also suggest that the TBLT method, as a constructivist practice, is a better way for English language teaching and has involved practices that are desired in a modern educational context when compared to the traditional teaching method of the English language.

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Al, Muhaimeed Sultan A. "Task-Based Language Teaching Vs. Traditional Way of English Language Teaching in Saudi Intermediate Schools: A Comparative Study". Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383257660.

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Bergh, Petrus Lodewikus. "Complexity in task-based course design for Sepedi in police interviews". Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2714.

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Thesis (MA (African Languages))--University of Stellenbosch, 2007.
The purpose of this study is to apply existing theories with regard to second language acquisition in a South African context, in order to address specific needs of Sepedi second language learners in the South African Police Service, with specific focus on the Community Service Centre and within the guidelines of the Batho Pele principles. The study presents an overview on Universal Grammar and the roles it played within second language acquisition as well as the principles and parameters it presented for language development. It further analysed the acquisition processes of languages and the roles the learner plays as individual and part of a social interacting group. Form-meaning connections utilised by learners is defined as a fundamental aspect for both first and second language acquisitions are discussed broadly in the study, inclusive of the psycholinguistic consequences as well as other input factors that may influence form-meaning connections. The specific role of language instruction is also reviewed in this study. Specific focus is placed on the roles of implicit and explicit instruction and the effectiveness thereof in second language acquisitioning and noticing. Task-based theories were also evaluated, with the accent on the definition of tasks, task characteristics, task grading and other factors relating to tasks such as procedural factors. The role of tasks was further explored in second language acquisition, inclusive of the variables that need to be addressed. The definition of tasks into focussed and unfocused tasks are also scrutinized against the learner interaction in the acquisition process. The implementation of tasks and the impact thereof on comprehension and language acquisition is also reviewed. Different models of methods to design a focussed task are discussed. The successful acquisition of a second language will also be based on the correct collation of data and the sequencing thereof in such manners to allow learners the opportunity to comprehend it as sufficiently as possible. The study further focuses on the methodology of task-based teaching and the use of communicative tasks in second language acquisition. Finally the interviews between the community and the police officials are then analysed in respect of complexity models, against the cognitive and syntactic complexity for specific purposes as well against the genre-approach to second language teaching. The characterizing of such interviews will allow the defining and grading of tasks to ensure sound development of teaching models for second language learning.
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Libros sobre el tema "Task-based language teaching"

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David, Nunan, ed. Task-based language teaching. Cambridge, UK: Cambridge University Press, 2004.

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Van den Branden, Kris, Martin Bygate y John M. Norris, eds. Task-Based Language Teaching. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.

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Task-based language learning. Malden, MA: Wiley-Blackwell, 2011.

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Sudharshana, N. P. y Lina Mukhopadhyay, eds. Task-Based Language Teaching and Assessment. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4226-5.

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Task-based language learning and teaching. Oxford, England: Oxford University Press, 2019.

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den, Branden Kris van, Bygate Martin y Norris John Michael, eds. Task-based language teaching: A reader. Amsterdam: John Benjamins Pub., 2009.

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Second language acquisition and task-based language teaching. Malden, MA: Wiley-Blackwell, 2015.

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Shehadeh, Ali y Christine A. Coombe, eds. Task-Based Language Teaching in Foreign Language Contexts. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/tblt.4.

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1969-, Thomas Michael y Reinders Hayo, eds. Task-based language learning and teaching with technology. London: Continuum, 2010.

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Coombe, Christine A. y Ali Shehadeh. Task-based language teaching in foreign language contexts: Research and implementation. Amsterdam: John Benjamins Pub. Co., 2012.

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Capítulos de libros sobre el tema "Task-based language teaching"

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Van den Branden, Kris. "Task-based language education". En Task-Based Language Teaching, 303–20. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/tblt.8.11van.

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Brindley, Geoff. "Chapter 19. Task-centred language assessment in language learning". En Task-Based Language Teaching, 435–54. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.23tas.

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Larsen-Freeman, Diane. "Chapter 12. Task repetition or task iteration?" En Task-Based Language Teaching, 311–29. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/tblt.11.12lar.

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Ellis, Rod. "Chapter 1. Task preparedness". En Task-Based Language Teaching, 15–38. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/tblt.13.02ell.

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Dörnyei, Zoltán. "Chapter 3. Task motivation". En Task-Based Language Teaching, 53–66. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/tblt.13.04dor.

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Ellis, Rod. "Task-Based Language Teaching". En Research Questions in Language Education and Applied Linguistics, 133–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_25.

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Branden, Kris Van den. "Task-based language teaching". En The Routledge Handbook of English Language Teaching, 238–51. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-21.

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Bui, Gavin. "Chapter 11. Task-readiness and L2 task performance across proficiency levels". En Task-Based Language Teaching, 253–77. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/tblt.13.12bui.

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Van den Branden, Kris, Martin Bygate y John M. Norris. "Chapter 1. Task-based language teaching: introducing the reader." En Task-Based Language Teaching, 1–13. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.02van.

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Candlin, Christopher N. "Chapter 2. Towards task-based language learning". En Task-Based Language Teaching, 21–40. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tblt.1.03tow.

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Actas de conferencias sobre el tema "Task-based language teaching"

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Yu, Lidan. "Study on Task-based Language Teaching". En 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.50.

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Li, Si. "Task-based Language Teaching Based on Computer-assisted Language Learning". En 2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2021. http://dx.doi.org/10.1109/icekim52309.2021.00195.

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Amalia, Shynta y Muhammad Iqbal Ramdhani. "Task-Based Language Teaching in Enhancing Language Learning Motivation". En Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.27.

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Zhang, Shuguang. "A Review on Task-based Language Teaching". En 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.54.

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Qi, Jinling. "Application on Task-based Language Teaching in Japanese Conversation Teaching". En 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.203.

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Jiangqin, Xu, Liu Feng y Jiang Min. "Task-Based Language Teaching: From the Practical Perspective". En 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.1502.

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Zhang, Lili y Dongmei Li. "Application of Task-based Language Teaching (TBLT) in College English Teaching". En 2014 International Conference on Management, Education and Social Science (ICMESS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icmess-14.2014.35.

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Zhao, Ma. "Implementation of Task-based Language Teaching in Classes of Second Language Acquisition". En 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.42.

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Syahrial. "Model of English Teaching Materials for Police with Communicative and Task-based Learning Approaches". En 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008217403100317.

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Surint, T. A. "TASK BASED APPROACH IN TEACHING STUDENTS OF AN ECOLOGICAL PROFILE". En SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-165-168.

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The article is devoted to task-based language teaching as a branch of communicative language teaching, its features and principles. It covers the criteria of a task, its distinctions and ways of using. The article considers advantages and disadvantages of task-based learning and the ways of solving possible teaching issues.
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