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This book provides interdisciplinary perspectives on task-based language teaching (TBLT) and task-based language assessment (TBLA) in English as a second language (ESL) context. It discusses theoretical and experimental insights of TBLT and TBLA from cognitive, cognitive linguistic, and psycholinguistic viewpoints. The chapters, written by leading language teaching specialists in the field, introduce the reader to a comprehensive range of issues related to TBLT and TBLA such as curriculum design, materials development, and classroom teaching & testing. With interdisciplinary appeal, the book is a valuable resource for researchers in task-based language teaching and assessment. It is equally useful for teachers to whom it offers practical suggestions for designing tasks for teaching and testing.
List of contents
Task-Based Language Teaching: A Multifaceted Approach.- Second Thoughts on Second Language.- The Undiscovered Vygotsky in Prabhu.- Task-based Language Teaching: Early Days, Now, and into the Future.- An Evolution of a Framework for TBLT: What Trainers and Teachers Need to Know to Help Leaners Succeed in Task-based Learning.- From Needs Analysis to Task-based Design: Methodology, Assessment and Program Evaluation.- Differentiating task repetition from task rehearsal.- Task Complexity and Language Proficiency: Its Effect on L2 Writing Production.- From Cognitive Grammar to Pedagogic Grammar: Macrostrategies for Designing Form Focussed Tasks.- Designing and Using Tasks to Foster Metaphoric Competence among Learners in Indian Contexts.
About the author
N. P. Sudharshana is Assistant Professor of English in the Department of Humanities and Social Sciences at IIT Kanpur, India. His main research areas include applying cognitive semantics to teaching and learning English as a second language, materials development, and classroom language testing. He has previously worked with many state governments in India on school curriculum design and implementation projects. He is the co-author of English for Technical Communication (2016) and English for Engineers (2018) both published by Cambridge University Press, India.
Lina Mukhopadhyay is Professor in the School of English Language Education, The English and Foreign Languages University, Hyderabad, India. Her research interests are second language acquisition, reading development, language assessment and testing, and bi/multilingual education, and she has publications in each of these areas. She is currently involved in a multilingual education project in collaboration with the University of Cambridge and funded by the ESRC-DFID, UK. The five-year-long project is examining the interrelatedness of language of instruction, school skills, and cognition of young learners studying in challenging contexts in government low-aid primary schools in India.
