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Zusatztext The contributions in this book provide us with a window into the diverse ways in which TBLT is conceptualised and practised across the Asia region. It speaks to important debates about localised forms of language teaching, compelling us to revise further our understandings of TBLT. Informationen zum Autor Michael Thomas is Professor of Education and Social Justice and Chair of the Centre for Educational Research (CERES) at Liverpool John Moores University, UK. Hayo Reinders is Professor of Education and Head of Department at Unitec Institute of Technology, New Zealand, and TESOL Professor and Director of the doctoral program at Anaheim University, USA. Vorwort A comprehensive reference collection of research examining the unique opportunities and challenges presented by task-based language learning and teaching in Asia. Zusammenfassung Over the last decade, task-based approaches to language learning and teaching (TBLT) have become a major focus of research in Asia in order to create curricula with authentic and meaningful engagement with language learning. Exploring the pedagogic and cultural challenges of top-down approaches to curriculum development in Asia, this book looks at the drivers, stakeholders and obstacles across the region.While some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. Contemporary Task-Based Language Teaching in Asia is important to all involved in language development, from curriculum reform to materials development and assists from programme evaluation to the setting of assessment standards. With case studies from 11 Asian countries, including China, Hong Kong, Japan, Korea and Singapore, chapters cover all aspects of language education, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels. Providing examples from a wide range of perspectives and methodologies, Contemporary Task-Based Language Teaching in Asia is an important contribution to TBLT research. Inhaltsverzeichnis Foreword, David Nunan (University of Hong Kong, Hong Kong) 1. Introduction, Michael Thomas (University of Central Lancashire, UK) Part I: The South-East Asian Context Introduction, William Littlewood (Independent Scholar) 2. Task-Based Language Teaching in the Asian Context: Where Are We Now and Where Are We Going?, Chun Lai (University of Hong Kong, Hong Kong) 3. Exploring Ways to Accommodate Task-Based Language Teaching in Chinese Schools, Shaoqian Luo (Beijing Normal University, China) and Yafu Gong (China National Institute for Educational Research, China) 4. Bridging Communicative Language Teaching and Task-Based Language Teaching in Cambodia: Learners’ Reactions to an Integrated Program in the Non-Formal Education Sector, Nicole Takeda (Bayon English Academy, Cambodia) Part II: Focusing on the Learner Introduction, Phil Benson (Macquarie University, Australia) 5. ‘Old Wine in New Bottles’: Two Case Studies of Task-Based Language Teaching in Vietnam, Nguyen Gia Viet (Ha Tinh University, Vietnam), Le Van Canh (Vietnam National University, Vietnam) and Roger Barnard (University of Waikato, New Zealand) 6. Task-Based Language Teaching in the Primary Schools of South China, Yuefeng Zhang (Hong Kong Institute of Education, Hong Kong) 7. Significant Task-Based Learning: Empowering Students with Position Search Skills in a University in Singapore, Brad Blackstone (National University of Singapore, Singapore) and Radhika Jaidev (National University of Singapore, Singapore) 8. Teaching the Teachers: Task-Based Teacher Training in Asia, Marilyn Lewis (University of Auckland, New Zealand) Part III: Teachers' Perspectives I...
