Task-Based Language Learning and Teaching
By (author) Rod Ellis
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Task-Based Language Learning and Teaching by Rod Ellis
Book DescriptionThis book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.
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Book DetailsISBN: 9780194421591
(230mm x 160mm x 30mm)
Imprint: Oxford University Press
Publisher: Oxford University Press
Publish Date: 3-Apr-2003
Country of Publication: United Kingdom
Books By Author Rod Ellis
Exploring Language Pedagogy Through Second Language Acquisition Research, Hardback (August 2013)
This title is part of a series of introductory level textbooks covering the core topics in applied linguistics, primarily designed for those beginning postgraduate studies, or taking an introductory MA course as well as advanced undergraduates. Titles in the series are also ideal for language professionals returning to academic study.
Study of Second Language Acquisition, Paperback (September 2008)
A comprehensive and coherent account of the research and theory in the field of second language acquisition, including chapters on instructed SLA.
Analysing Learner Language, Paperback (April 2005)
Providing an introduction to the main methods of analysing samples of learner language, this book examines the theoretical and research bases for the different methods. It is useful for students on postgraduate courses in TESOL or Applied Linguistics, or for teachers wishing to do action research to find out more about how learners learn language.
Form Focused Instruction and Second Language Learning, Paperback (October 2001)» View all books by Rod Ellis
Reviews a range of research on classroom learning, developing a theory of instructed second language acquisition that has significant implications for language teaching. This title traces the attempts to explain classroom language learning in terms of general theory of learning (behaviorism) and the study of naturalistic language learning.
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