Task-Based Instruction in Foreign Language Education
Practices and Programs
Full of concrete, adaptable models of task-based language teaching drawn from a number of countries and eleven different languages—including Arabic, Chinese, Czech, English, French, German, Korean, Spanish, and Ukrainian—Task-Based Instruction in Foreign Language Education presents proven, real-world, practical courses and programs; and includes web-based activities. It demonstrates useful and practical ways to engage students far beyond what can be learned from reading textbook dialogue. TBI involves the student directly with the language being taught via cognitively engaging activities that reflect authentic and purposeful use of language, resulting in language-learning experiences that are pleasurable and effective.
For all instructors seeking to help their learners enhance their understanding and grasp of the foreign language they are learning, Task-Based Instruction in Foreign Language Education is a rich and rewarding hands-on guide to effective and transformative learning.
About the Authors
Jane Willis is a visiting fellow at Aston University, Birmingham, UK, where she taught in the Masters in TESOL/TESP distance learning programs, specializing in course and materials design and lexical studies. She has taught English to European and Asian students and has educated teachers in Africa, Cyprus, Iran, and Southeast Asia. She began experimenting with task-based English teaching in 1982 in the British Council Teaching Centre in Singapore. She is the author of A Framework for Task-based Learning and coauthor of English for Primary Teachers.
"A worthy addition to task-based literature and can be recommended without hesitation to EFL practitioners. Its marriage of theory, practice, and examples provides a highly stimulating resource for those whose job is to do rather than to talk about doing."—Korea TESOL Journal
"An invaluable resource, made even more so by the thoughtfulness of the chapters. Rather than offering prescriptive plans, these authors share the thinking behind their decisions and thereby provide generous insights into incorporating TBI in many different circumstances. Any teacher who wishes to improve student's fluency will find inspiration and guidance in this volume."—Patricia Chaput, professor of the Practice of Slavic Languages, Harvard University
"An eminently useful contribution to the field of language pedagogy combining the theoretical background of task-based instruction (TBI) with many examples of actual language learning tasks in a variety of languages, at a wide range of levels, at a number of different programs. Includes much information difficult to obtain elsewhere, such as using the Internet to implement TBI and training teachers in TBI."—Cornelius C. Kubler, Stanfield Professor of Chinese and chair, Department of Asian Studies, Williams College
"The introductory chapter, an overview of task-based instruction (TBI), and the ensuing chapters and descriptions of the practical application of TBI in various language programs provide a valuable pedagogical resource for instructors of all languages. The concrete examples given in each chapter illustrate the levels of creativity that can be accomplished in the language classroom."—Frank J. Miller, professor of Slavic languages and Russian Language Coordinator, Columbia University
"Leaver and Willis have assembled a distinguished and varied cast of authors, covering languages and programs not frequently treated in U.S. publications on foreign language methods and techniques. While much attention continues to be spent on variations on proficiency in foreign language education, they shift our attention to task-based instruction and present both theoretical and practical considerations for teachers, scholars, and program coordinators. They take great care to offer recommendations for students/learners as well as teachers in discussing this innovative type of foreign language instruction. Finally, most impressive about the volume as a whole is the considerable amount of space devoted to the incorporation of technology and internet resources in task-based foreign language programs."—Thomas Jesús Garza, Director of the Center for Russian, East European and Eurasian Studies, University of Texas at Austin
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