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The last three decades have witnessed a growth of interest in
research on tasks from various perspectives and numerous books and
collections of articles have been published focusing on the notion
of task and its utility in different contexts. Nevertheless, what
is lacking is a multi-faceted examination of tasks from different
important perspectives. This edited volume, with four sections of
three chapters each, views tasks and Task-based Language Teaching
(TBLT) from four distinct (but complementary) vantage points. In
the first section, all chapters view tasks from a
cognitive-interactionist angle with each addressing one key facet
of either cognition or interaction (or both) in different contexts
(CALL and EFL/ESL). Section two hinges on the idea that language
teaching and learning is perhaps best conceptualized, understood,
and investigated within a complexity theory framework which
accounts for the dynamicity and interrelatedness of the variables
involved. Viewing TBLT from a sociocultural lens is what connects
the chapters included in the third section. Finally, the fourth
section views TBLT from pedagogical and curricular vantage points.
The last three decades have witnessed a growth of interest in
research on tasks from various perspectives and numerous books and
collections of articles have been published focusing on the notion
of task and its utility in different contexts. Nevertheless, what
is lacking is a multi-faceted examination of tasks from different
important perspectives. This edited volume, with four sections of
three chapters each, views tasks and Task-based Language Teaching
(TBLT) from four distinct (but complementary) vantage points. In
the first section, all chapters view tasks from a
cognitive-interactionist angle with each addressing one key facet
of either cognition or interaction (or both) in different contexts
(CALL and EFL/ESL). Section two hinges on the idea that language
teaching and learning is perhaps best conceptualized, understood,
and investigated within a complexity theory framework which
accounts for the dynamicity and interrelatedness of the variables
involved. Viewing TBLT from a sociocultural lens is what connects
the chapters included in the third section. Finally, the fourth
section views TBLT from pedagogical and curricular vantage points.
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