Reflections on Task-Based Language Teaching (Volume 125) (Second Language Acquisition (125))

Ellis, Dr. Rod

ISBN 10: 1788920120 / ISBN 13: 9781788920124

Editore: Multilingual Matters, 2018

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pp. 328.

Codice articolo 26384417244

Dati bibliografici

• Titolo: Reflections on Task-Based Language Teaching (Volume 125) (Second Language Acquisition (125))
• Editore: Multilingual Matters
• Data di pubblicazione: 2018
• Lingua: Inglese
• ISBN 10: 1788920120
• ISBN 13: 9781788920124
• Rilegatura: Brossura
• Condizione: New

Descrizione articolo

Riassunto

Task-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.

Informazioni sugli autori

Rod Ellis is Research Professor in the School of Education, Curtin University, Australia, Emeritus Distinguished Professor, University of Auckland, New Zealand and a Visiting Professor at Shanghai International Studies University. He is also an Appointed Fellow of the Royal Society of New Zealand. He has researched and published extensively in the fields of second language acquisition, language teaching and teacher education.

Rod Ellis is Research Professor in the School of Education, Curtin University, Australia and Emeritus Distinguished Professor, University of Auckland, New Zealand. He is also a Visiting Professor at Shanghai International Studies University and an Appointed Fellow of the Royal Society of New Zealand. He has researched and published extensively in the fields of second language acquisition, language teaching and teacher education.