Task-Based Language Teaching

The field of task-based language teaching has developed considerably since the publication of Designing Tasks for the Communicative Classroom (Nunan, 1989), a book which helped to set the research agenda in teaching methodology for the following decade. While Designing Tasks underpins this new title, the material has been thoroughly updated and includes four completely new chapters. Task-Based Language Teaching offers a comprehensive and up-to-date appraisal of the field.

Acknowledgements

xi

Introduction

xiii

What is task-based language teaching?

Introduction and overview

1

(1)

Defining `task'

1

(3)

Broader curricular consideration

4

(2)

Communicative language teaching

6

(4)

Alternative approaches to syllabus design

10

(2)

Experiential learning

12

(1)

Policy and practice

13

(1)

The role of the learner

14

(2)

Conclusion

16

(1)

References

16

(3)

A framework for task-based language teaching

Introduction and overview

19

(1)

A framework for task-based language teaching

19

(6)

Syllabus design considerations

25

(6)

Developing units of work

31

(4)

Seven principles for task-based language teaching

35

(3)

Conclusion

38

(1)

References

38

(2)

Task components

Introduction and overview

40

(1)

Goals

41

(6)

Input

47

(5)

Procedures

52

(4)

Task types

56

(8)

Teacher and learner roles

64

(6)

Settings

70

(3)

Conclusion

73

(1)

References

73

(3)

An empirical basis for task-based language teaching

Introduction and overview

76

(1)

Early psycholinguistic models

76

(3)

Interaction, output and the negotiation of meaning

79

(6)

Task difficulty

85

(5)

Conclusion

90

(1)

References

91

(2)

Focus on form in task-based language teaching

Introduction and overview

93

(1)

Theoretical and empirical issues

93

(1)

Focused versus unfocused tasks

94

(4)

Consciousness-raising tasks

98

(2)

Procedural language

100

(1)

The place of a focus on form in an instructional sequence

101

(2)

Focus on form in the communicative classroom

103

(8)

Conclusion

111

(1)

References

112

(1)

Grading, sequencing and integrating tasks

Introduction and overview

113

(1)

Grading input

114

(4)

Learner factors

118

(4)

Procedural factors

122

(3)

Task continuity

125

(3)

Within-task sequencing: the information gap

128

(3)

Topic-based / theme-based instruction

131

(1)

Content-based instruction

131

(2)

Project-based instruction

133

(2)

Conclusion

135

(1)

References

136

(2)

Assessing task-based language teaching

Introduction and overview

138

(1)

Key concepts in assessment

138

(9)

The purposes of assessment

147

(2)

Self-assessment

149

(4)

Techniques for collecting assessment data

153

(8)

Criteria for assessing learner performance

161

(3)

Conclusion

164

(1)

References

164

(2)

Tasks and teacher development

Introduction and overview

166

(1)

The self-directed teacher

166

(2)

An in-service workshop

168

(5)

Evaluating tasks

173

(2)

Creating tasks

175

(2)

Conclusion

177

(1)

Postscript

177

(2)

References

179

(2)

Appendix A Approaches and methods -- an overview

181

(6)

Appendix B A unit of work based on the six-step procedure presented in Chapter 2

187

(8)

Appendix C A unit of work based on the task/exercise typology in Chapter 5

195

(7)

Appendix D Graded activities for the four macroskills

202

(8)

Appendix E Common reference levels: self-assessment grid

210

(2)

Glossary

212

(6)

Index

218

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Task-Based Language Teaching

Summary

Table of Contents

Supplemental Materials