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    Macro- and micro-evaluations of task-based teaching

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    Fulltext not available
    Authors
    Ellis, Rod
    Date
    2011
    Type
    Book Chapter
    
    Metadata
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    Citation
    Ellis, R. 2011. Macro- and micro-evaluations of task-based teaching, in Tomlinson, B. (ed), Materials Development in Language Teaching, pp. 212-235. Cambridge: Cambridge University Press.
    Source Title
    Materials Development in Language Teaching
    ISBN
    978-0-521-76285-4
    URI
    http://hdl.handle.net/20.500.11937/61364
    Collection
    • Curtin Research Publications
    Abstract

    Task-based language teaching (TBLT) constitutes a strong form of communicative language teaching. It aims to develop learners’ knowledge of a second language (L2) and their ability to use this knowledge in communication by engaging them in a series of communicative tasks. It differs from other approaches in that it does not attempt to teach learners predetermined linguistic items (i.e. vocabulary and grammar). TBLT is based on a view of language learning that claims that an L@2 is best learned through learners’ efforts to communicate with it. Central to an understanding of TBLT is the concept of ‘task’. Therefore, I will begin by a definition of this pedagogic construct.

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