1300 187 187
Designing Language Teaching Tasks provides a research-based account of how experienced teachers and task designers prepare activities for use in the language classroom. It gives detailed information on the procedures which designers follow. The book is a description of research and will therefore interest applied linguists and students in the field. It is written in a clear and comprehensible way, and should appeal to all those who want to learn to write good language teaching materials.
| List of Figures | p. ix |
| Acknowledgements | p. x |
| Why Study Task Design? | p. 1 |
| Designing language teaching tasks: an expertise study and a procedural analysis | p. 1 |
| Applied linguistic expertise studies: a sparsely populated terrain | p. 2 |
| Tasks and activities | p. 4 |
| The need for applied linguistic expertise studies | p. 6 |
| The ESRC project | p. 7 |
| The Leverhulme project | p. 9 |
| Plan of the book | p. 9 |
| Troublesome pronouns | p. 10 |
| Some Studies in Expertise | p. 11 |
| Studies into the general nature of expertise | p. 11 |
| Specific expertise studies of particular relevance | p. 17 |
| Conclusion | p. 27 |
| Studying Task Designers at Work | p. 28 |
| The design brief | p. 28 |
| Concurrent verbalisation | p. 33 |
| Alternative data collection methods | p. 40 |
| Coding the data | p. 42 |
| Development of 'TADECS' | p. 50 |
| A Look at Two Designers | p. 56 |
| An S designer's protocol (D1 - George) | p. 57 |
| An NS/T designer's protocol (D12 - Colin) | p. 65 |
| George and Colin: a salient difference | p. 70 |
| Designing Language Teaching Tasks: Beginnings | p. 73 |
| What happens at Read brief and Analyse | p. 73 |
| Analyse exemplified: a major difference between S and NS/T designers | p. 75 |
| Questioning and commenting on the brief | p. 77 |
| Reviewing the brief | p. 80 |
| Identifying perspectives, frameworks and important considerations | p. 82 |
| What decisions are made | p. 85 |
| Do designers do what they say they will do? | p. 89 |
| What designers in fact do | p. 92 |
| The emerging picture | p. 95 |
| Designing Language Teaching Tasks: Middles and Ends | p. 96 |
| Middles: the Explore macrostage | p. 96 |
| Ends: the Instantiate, Write TN and Write WS macrostages | p. 109 |
| The Good Task Designer: Some Hypotheses | p. 126 |
| A general characterisation | p. 126 |
| Characteristics of the good task designer | p. 128 |
| Are the experts expert? By nature or nurture? | p. 137 |
| Evaluating and Teaching Task Design | p. 138 |
| How expert are the experts? | p. 138 |
| Teaching task design | p. 143 |
| Envoy | p. 145 |
| TADECS Codes with Working Definitions and Notes | p. 146 |
| Example of ATLAS.ti Coding | p. 161 |
| Example of an Action Box Sequence | p. 162 |
| Decisions Made by the End of Analyse | p. 164 |
| Some Designers Philosophise | p. 167 |
| The Designers' Tasks | p. 174 |
| Notes | p. 185 |
| References | p. 188 |
| Index | p. 193 |
| Table of Contents provided by Rittenhouse. All Rights Reserved. |
ISBN: 9780333984864
ISBN-10: 0333984862
Audience:
Professional
Format:
Paperback
Language:
English
Number Of Pages: 224
Published: 1st January 2003
Publisher: Palgrave Macmillan
Dimensions (cm): 21.6 x 13.8
x 1.1
Weight (kg): 0.254
9am - 4pm AEST, Monday - Friday
