Home Linguistics & Semiotics 3 Low-Proficiency Learners and Task-Based Language Teaching
Chapter
Licensed
Unlicensed Requires Authentication

3 Low-Proficiency Learners and Task-Based Language Teaching

  • Jonathan Newton and Trang Le Diem Bui
View more publications by Multilingual Matters
Using Tasks in Second Language Teaching
This chapter is in the book Using Tasks in Second Language Teaching
© 2020 Channel View Publications Ltd, Bristol/Blue Ridge Summit

© 2020 Channel View Publications Ltd, Bristol/Blue Ridge Summit

Chapters in this book

  1. Frontmatter i
  2. Contents v
  3. Contributors vii
  4. 1 Introduction: Tasks in Context 1
  5. Part 1: Issues in Using Tasks
  6. 2 Frameworks for Using Tasks in Second Language Instruction 13
  7. 3 Low-Proficiency Learners and Task-Based Language Teaching 33
  8. 4 Some Principles for Interactive Task Design: Observations from an EFL Materials Writer 49
  9. 5 Using Technology- Mediated Tasks in Second Language Instruction to Connect Speakers Internationally 65
  10. 6 Using Tasks within Neoliberal Educational Environments 82
  11. 7 Teacher-Preparation for Task-Based Language Teaching 99
  12. Part 2: Approaches to Using Tasks
  13. 8 A Task-Based Needs Analysis for US Foreign Service Officers: The Challenge of the Japanese Celebration Speech 123
  14. 9 Developing Authentic Tasks for the Workplace Using Needs Analysis: A Case Study of Australian Aboriginal Vocational Students 146
  15. 10 The Potential Use of Tasks in Post-Soviet Schools: Case Studies from Ukraine 162
  16. 11 Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and Possibilities 178
  17. 12 Teachers’ Responses to an Online Course on Task-Based Language Teaching in Mexico 193
  18. Part 3: Research on Using Tasks
  19. 13 Metacognitive Instruction for Collaborative Interaction: The Process and Product of Self-Regulated Learning in the Chilean EFL Context 215
  20. 14 Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context 237
  21. 15 Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and Learners’ Perceptions 255
  22. 16 The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL Classroom 281
  23. 17 The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative Dialogue 306
  24. 18 The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University 324
  25. 19 Conclusion: Future Directions for Research on Tasks in Second Language Instruction 344
  26. Index 347
Downloaded on 15.10.2025 from https://www.degruyterbrill.com/document/doi/10.21832/9781788929455-004/html?lang=en&srsltid=AfmBOooepSfH3G7HHX76pmCCD5p8_DFFkoJCdfFM_7uIIxGW733XTaUX
Scroll to top button