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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 a group of expert materials designers follow, and compares those procedures with ones used by a second, less experienced group. The book discusses issues of research methodology in a way which will be of interest to all students of applied linguistics. It is written in a clear and comprehensible style, and provides practical guidance on how to go about designing language teaching activities. As such it will be relevant to practising teachers and other professionals who need to write their own teaching tasks, or even modify already-existing tasks for their students. Though the examples in the book deal with English as a foreign language, what it discusses will be of interest to teachers of any foreign language.
'A very comprehensive book including processes, procedures and useful frameworks and examples. A very through and useful companion for all classroom teachers.' - Dr Christine Pegg, Department of Communication, Cardiff University
| 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: 9780333990476
ISBN-10: 0333990471
Audience:
Professional
Format:
Hardcover
Language:
English
Number Of Pages: 208
Published: 15th November 2002
Publisher: Palgrave Macmillan
Dimensions (cm): 22.5 x 14.0
x 1.5
Weight (kg): 0.37
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