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dc.contributor.authorEllis, Rod
dc.date.accessioned2018-01-30T08:04:56Z
dc.date.available2018-01-30T08:04:56Z
dc.date.created2018-01-30T05:59:17Z
dc.date.issued2011
dc.identifier.citationEllis, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/61364
dc.description.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.

dc.publisherCambridge University Press.
dc.titleMacro- and micro-evaluations of task-based teaching
dc.typeBook Chapter
dcterms.source.startPage212
dcterms.source.endPage235
dcterms.source.titleMaterials Development in Language Teaching
dcterms.source.isbn978-0-521-76285-4
dcterms.source.placeCambridge
dcterms.source.chapter17
curtin.accessStatusFulltext not available


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