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Duisburger Arbeiten zur Sprach- und Kulturwissenschaft

Band 71:
Eckerth, Johannes / Siekmann, Sabine (Hrsg.): Task-Based Language Learning and Teaching. Theoretical, Methodological, and Pedagogical Perspectives. 313 S. - Frankfurt am Main / Berlin / Bern / Bruxelles / New York / Oxford / Wien: Lang, 2008.
ISBN: 978-3-631-57330-3

This volume is based on a conference session on task-based language learning and teaching at the 20th Biannual Meeting of the German Association for L2 Research (DGFF) at the University of Munich in October 2005. Though the empirical studies collected in this book vary considerably in focus, methodology and perspective, they all revolve around three central notions: «cognition», «process», and «communication / collaboration». Task-based language learning and teaching is now one of the most productive fields within the wider domain of Applied Linguistics and Second Language Acquisition Research. This volume brings together studies that have been conducted in Canada, Germany, Japan, New Zealand, and the USA. They investigate, respectively, the acquisition of L2 English, German, and Spanish in secondary and university education.

Inhaltsverzeichnis

Editor's preface S. 8
Introduction
Eckerth, Johannes:
  Task-based language learning and teaching – old wine in new bottles? S. 13
Classroom-based research
Schart, Michael:
  What matters in TBLT – task, teacher or team?
An action research perspective from a beginning German language classroom
S. 47
Pesce, Silvia:
  Focused tasks in L2 Spanish grammar learning and teaching S. 67
Eckerth, Johannes:
  Task-based learner-learner interaction: investigating learning opportunities, learning processes, and learning outcomes S. 89
Ishii, David:
  Language dia-logs: consciousness-raising through collaborative reflection S. 119
Siekmann, Sabine:
  Peer scaffolding and orientation towards the task during collaborative WebQuests S. 143
Language and cognition
Krüger, Paula:
  Cognitive processes in solving thinking-aloud tasks S. 173
Heine, Lena:
  Task-based cognition of bilingual learners in subject-specific contexts S. 203
Task-based assessment
Vollmer, Helmut Johannes:
  Constructing tasks for content and language integrated learning and assessment S. 227
Keßler, Jörg-U.:
  Communicative tasks and second language profiling: linguistic and pedagogic implications S. 291
 
List of contributors S. 311