Designing Language Teaching Tasks

By: K. Johnson

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Hardcover | 15 November 2002 | Edition Number 1

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Hardcover
208 Pages

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21.6 x 14.0 x 1.91

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Short-listed for the British Council Innovation Awards 2004 that promote and reward excellence in English Language Teaching 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.

Industry Reviews

'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

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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.

Designing Language Teaching Tasks

At a Glance

Hardcover

Industry Reviews

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How to return your order

Defective items

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