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Task-Based Language Teaching
This Element is a guide to task-based language teaching (TBLT), for language instructors, teacher educators, and other interested parties. The work first provides clear definitions and principles related to communication task design. It then explains how tasks can inform all stages of curriculum development. Diverse, localized cases demonstrate the scope of task-based approaches. Recent research illustrates the impact of task design (complexity, mode) and task implementation (preparation, interaction, repetition) on various second language outcomes. The Element also describes particular challenges and opportunities for teachers using tasks. The epilogue considers the potential of TBLT to transform classrooms, institutions, and society.
Language Teacher Noticing in Tasks
This book provides an accessible, evidence-based account of how teacher noticing, the process of attending to, interpreting and acting on events which occur during engagement with learners, can be examined in contexts of language teacher education and highlights the importance of reflective practice for professional development. Central to the work is an innovative mixed-methods study of task-based interaction which was undertaken with pre-service English language teachers in Japan. Through close analyses of task interaction coupled with recall data, it illustrates the ways in which pre-service teachers noticed their student partners’ use of embodied and linguistic resources. This focus on what teachers attend to, how they interpret it, and their subsequent decisions has multiple implications for language learning and teacher development. It demonstrates the value of teacher noticing for developing rapport, supporting pupils’ language acquisition, enhancing participation, fostering reflection and guiding observation, a central feature of language teachers’ career advancement.
ILLBORN
Long ago, The Lord Aiduel emerged from the deserts of the Holy Land, possessed with divine powers. He used these to forcibly unify the peoples of Angall, before His ascension to heaven.
Task-Based Language Teaching
A comprehensive account of the research and practice of task-based language teaching.
Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks
This book reflects on the continuing development of teacher noticing through an exploration of the latest research. The authors and editors seek to clarify the construct of teacher noticing and its related branches and respond to challenges brought forth in earlier research. The authors also investigate teacher noticing in multiple contexts and frameworks, including mathematics, science, international venues, and various age groups.
Cognitive Individual Differences in Second Language Processing and Acquisition
Cognitive Individual Differences in Second Language Processing and Acquisition contains 14 chapters that focus on the role of cognitive IDs in L2 learning and processing. The book brings together theoretical and methodological approaches to the study of cognitive IDs, as well as empirical studies that investigate the mediating role of cognitive IDs in various linguistic domains. Chapters include contributions from researchers working within second language acquisition (SLA), psycholinguistics, and cognitive psychology, sharing a common interest in the application of cognitive IDs to their respective areas of study. The interdisciplinary understanding of cognitive IDs presented in this book makes the book of interest to a wide readership of graduate students, faculty members, and academic researchers in the fields of SLA, psycholinguistics, cognitive psychology, and education.
Second Language Acquisition and Task-Based Language Teaching
This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning
The Human Network
Here is a fresh, intriguing, and, above all, authoritative book about how our sometimes hidden positions in various social structures—our human networks—shape how we think and behave, and inform our very outlook on life. Inequality, social immobility, and political polarization are only a few crucial phenomena driven by the inevitability of social structures. Social structures determine who has power and influence, account for why people fail to assimilate basic facts, and enlarge our understanding of patterns of contagion—from the spread of disease to financial crises. Despite their primary role in shaping our lives, human networks are often overlooked when we try to account for our most important political and economic practices. Matthew O. Jackson brilliantly illuminates the complexity of the social networks in which we are—often unwittingly—positioned and aims to facilitate a deeper appreciation of why we are who we are. Ranging across disciplines—psychology, behavioral economics, sociology, and business—and rich with historical analogies and anecdotes, The Human Network provides a galvanizing account of what can drive success or failure in life.
Syllabus Design
Demonstrates the principles involved in planning and designing an effective syllabus. This book examines important concepts, such as needs analysis, goal-setting, and content specification, and serves as a useful introduction for teachers who want to gain an understanding of syllabus design in order to modify the syllabuses with which they work.
How to Fight Presidents
Make no mistake: Our founding fathers were more bandanas-and-muscles than powdered-wigs-and-tea. As a prisoner of war, Andrew Jackson walked several miles barefoot across state lines while suffering from smallpox and a serious head wound received when he refused to polish the boots of the soldiers who had taken him captive. He was thirteen years old. A few decades later, he became the first popularly elected president and served the nation, pausing briefly only to beat a would-be assassin with a cane to within an inch of his life. Theodore Roosevelt had asthma, was blind in one eye, survived multiple gunshot wounds, had only one regret (that there were no wars to fight under his presidency),...
