Task-Based Language Teaching and Assessment: Contemporary Reflections from Across the World

ISBN-13: 9789811642289 / Angielski / Miękka / 2023 / 374 str.

N. P. Sudharshana; Lina Mukhopadhyay

Opis

This book provides interdisciplinary perspectives on task-based language teaching (TBLT) and task-based language assessment (TBLA) in English as a second language (ESL) context. It discusses theoretical and experimental insights of TBLT and TBLA from cognitive, cognitive linguistic, and psycholinguistic viewpoints. The chapters, written by leading language teaching specialists in the field, introduce the reader to a comprehensive range of issues related to TBLT and TBLA such as curriculum design, materials development, and classroom teaching & testing. With interdisciplinary appeal, the book is a valuable resource for researchers in task-based language teaching and assessment. It is equally useful for teachers to whom it offers practical suggestions for designing tasks for teaching and testing.

Spis treści

SECTION A: TASK-BASED LANGUAGE TEACHING

Chapter 1 Task-Based Language Teaching: A Multifaceted Approach

N.P. Sudharshana and Lina Mukhopadhyay

Chapter 2 ‘Second Thoughts on Second Language’ 

N.S. Prabhu

Chapter 3 ‘The Undiscovered Vygotsky in Prabhu’ 

Esther Ramani and Michael Joseph 

Chapter 4 ‘Task-based Language Teaching: Early Days, Now, and into the Future’ 

Rod Ellis        

Chapter 5 ‘An Evolution of a Framework for TBLT: What Trainers and Teachers Need to Know to Help Learners Succeed in Task-based Learning’ 

Jane Willis

Chapter 6 ‘From Needs Analysis to Task-based Design: Methodology, Assessment and Program Evaluation’ 

Roger Gilabert and Aleksandra Malicka  

Chapter 7 ‘Differentiating task repetition from task rehearsal’

Gavin Bui and Rhett  

Chapter 8 ‘Task Complexity and Language Proficiency: Its Effect on L2 Writing Production’ Veena Nair and Shruti Sircar 

Chapter 9 ‘From Cognitive Grammar to Pedagogic Grammar: Macrostrategies for Designing Form Focussed Tasks’ 

N.P. Sudharshana  

Chapter 10 'Designing and Using Tasks to Foster Metaphoric Competence among Learners in Indian Contexts’ 

Baburam Upadhaya and N.P. Sudharshana 

SECTION B: TASK-BASED LANGUAGE ASSESSMENT

Chapter 11 Task-Based Language Assessment for large-scale and classroom-based oral and print assessments

 Lina Mukhopadhyay and N.P. Sudharshana 

Chapter 12 ‘Validation of a large-scale task-based test: Functional progression in dialogic speaking performance’ 

Chihiro Inoue and Fumiyo Nakatshuhara

Chapter 13 ‘Communicative Strategies as a Tool for Assessing Spoken Interactional Competence ’ 

Pankaj Narke

 

Chapter 14 ‘Effects of Task-Structure and Interaction Conditions of Oral Performance’

Sajit Mathews and N. P. Sudharshana 

 

Chapter 15 ‘Using Task-Based Speaking Assessment to measure lexical and syntactic knowledge: Implications for ESL learning’ 

Vasim Tamboli

 

Chapter 16 ‘Whole Text Reading Comprehension: An Application of Task-Based Language Assessment ’

Vrishali K. Patil  

 

Chapter 17 ‘Tasks in language acquisition research: more than what meets the blinking eye’

Shruti Sircar and Lina Mukhopadhyay 

O autorze

N. P. Sudharshana is Assistant Professor of English in the Department of Humanities and Social Sciences at IIT Kanpur, India. His main research areas include applying cognitive semantics to teaching and learning English as a second language, materials development, and classroom language testing. He has previously worked with many state governments in India on school curriculum design and implementation projects. He is the co-author of English for Technical Communication (2016) and English for Engineers (2018) both published by Cambridge University Press, India.

Lina Mukhopadhyay is Professor in the School of English Language Education, The English and Foreign Languages University, Hyderabad, India. Her research interests are second language acquisition, reading development, language assessment and testing, and bi/multilingual education, and she has publications in each of these areas. She is currently involved in a multilingual education project in collaboration with the University of Cambridge and funded by the ESRC-DFID, UK. The five-year-long project is examining the interrelatedness of language of instruction, school skills, and cognition of young learners studying in challenging contexts in government low-aid primary schools in India.