Introduction
Tasks: Establishing the Context
Tasks in Research and Language Education
What is a task?
What role do tasks play in the EFL classroom?
The emergence of tasks - why?
Are there precursors to tasks?
What research is available? What research is appropriate? Some
implications on how to develop language learning in a postmethod
pedagogy
Tasks in Research: Results
Tasks in Second Language Learning Research
Some general introductory remarks
A survey of SLL task research
Conclusion: On appropriate task research
Tasks in Language Education: Task Features
Tuning in: Evaluating the quality of task features on the basis of
your experience
Establishing the context: Relating task features to the learning
context
Task features that support language learning
Tasks: Process
Developing a TSLL Framework
Tuning in: Reflecting on tasks as the central pedagogical unit
Syllabuses: Organizing pedagogic tasks
Tasks in context: Explaining the role of coursebooks
A German TSLL context: Presenting a task sequence
Tasks in the classroom: Considering major aspects of task design
Tasks types: Finding the right mix
A framework for TSLL: Sequencing tasks
Illustrating the TSLL Framework
Phase 1 Coursebook as resource
Phase 2 Pre-task
Phase 3 Task cycle
Phase 4 Post-task
Task Complexity
Tuning in: Evaluating task complexity of a primary coursebook task
Task complexity: A challenge for teachers
SLL models of task complexity
Task complexity: Pedagogical dimensions
Input (text) level
Communicative and cognitive processing demands
Two task examples: Evaluating task complexity
The 6th grade example: In the neighbourhood. Task list
The 9th/10th grade example: Seedfolks. Task list
Teacher Role in TSLL
Tuning in: The relevance of the teacher
Research on the teacher: Types and relevance of research
Findings: Research on teacher role in TBLT/TSLL
What can we learn from SLL research?
What can we learn from classroom research?
Perspectives
Learner Role in TSLL
Tuning in: The central role of the learner
Developments in research approaches on learners and tasks
Classroom-based studies on learner roles in TSLL
General aspects that have been researched
Specific aspects that have been researched
Perspectives
Tasks: Content
Developing Intercultural Communicative Competences (ICC)
Tuning in: Integrating language and culture in ICC
Looking at a task example
Developing ICC: A model
Designing tasks based on Byram's model: Some issues
Looking at research in ICC
Developing multiliteracies: Incorporating a cultural studies approach
Summarizing: A tentative ICC task sequence
Integrating Skills: Different levels, scopes, demands and support
Tuning in: Creating awareness of the relevance of skills in different
language learning contexts
General task features that support language development and
context-specific realisations
Context-specific attainment goals
Context-appropriate skills focus
Learner-appropriate tasks
Context-appropriate task demands and resulting task support
Illustrating task features: Task examples Talking about pets at different
language learning levels
Primary Level: Talking about pets (integrating skills)
Secondary Level: Talking about pets (integrating skills)
The Subskills of Lexico-Grammar and Focus on Form (FoF)
Tuning in: Introducing the concept of lexico-grammar
Evaluating a FoF example
Teaching grammar following the PPP approach
FoF in SLL research
A task-based example of teaching FoF
Guidelines for developing FoF tasks in TSLL
Challenges for teachers
Assessing Competences
Tuning in: Clarifying terminology
Why do we assess? Functions of assessment
How do we assess? Principles of assessment
Direct performance-based and criterion-referenced assessment
Formative assessment
What is good assessment practice in a TSLL context?
Which alternative forms of assessment support complex forms
of assessment?
References
Index