Teachers exploring tasks in English language teaching / edited by Corony Edwards and Jane Willis.

Includes bibliographical references (p. 280-287) and index.

Aims and Explorations into Tasks and Task-based Teaching / J. Willis -- Task-based Language Learning and Teaching: Theories and Applications / A. Shehadeh -- Developing from PPP to TBL: A Focused Grammar Task / L. Loumpourdi -- Integrating Task-based Learning Into a Business English Programme / P. Pullin-Stark -- Language as Topic: Learner-teacher Investigation of Concordances / R. Sheehan -- Storytelling with Low Level Learners: Developing Narrative Tasks / P. Kiernan -- Adding Tasks to Textbooks for Beginner Learners / T. Muller -- Using Language-focused Learning Journals on a Task-based Course / J. Moser -- Exam-oriented Tasks: Transcripts, Turn-Taking and Backchanelling / M. Leedham -- Training Young Learners in Meaning Negotiation Skills: Does it Help? / S-M. Lee -- Task Repetition with 10-year-old Children / A. Pinter -- Collaborative Tasks for Cross-cultural Communication / D. Coulson -- Interactive Lexical Phrases in Pair Interview Tasks / J. Hobbs -- Multi-word Chunks in Oral Tasks / M. Baigent -- Can We Predict Language Items for Open Tasks? /D. Cox -- Fighting Fossilization: Language at the Task Versus Report Stages / C. Johnston -- Story-telling: Effects of Planning, Repetition and Context / W. Essig -- The Effect of Pre-task Planning Time on Task-based Performance / A. Djapoura -- Balancing Fluency, Accuracy and Complexity Through Task Characteristics / G. Birch -- Quality Interaction and Types of Negotiation in Problem-solving and Jigsaw Tasks / G. Poupore -- Teachers Exploring Research / C. Edwards -- References -- Index.

Task-based learning (TBL) is rapidly gaining popularity, but what actually happens when we use communication tasks in real language classrooms? In this collection, p teachers of English as a second or foreign language describe how they implemented TBL with learners of various ages and in a range of contexts. They explore the interaction and language use stimulated by tasks and investigate the effect of variables such as task type, planning time and repetition. This book offers a wealth of practical ideas for teachers keen to experiment with a task-based approach. In addition, course tutors, teacher trainers and participants on Certificate, Diploma or Masters programs will find stimulating suggestions for classroom-based projects and assignments and a useful collection of classroom transcripts that can be used for detailed study, or simply as a fascinating glimpse into the language produced by learners and fluent speakers when engaged in genuine communication.