By K. Johnson
Designing Language educating projects presents a research-based account of the way skilled lecturers and job designers arrange actions to be used within the language school room. It supplies precise details at the approaches which designers keep on with. The e-book is an outline of analysis and should consequently curiosity utilized linguists and scholars within the box. it really is written in a transparent and understandable manner, and will entice all those that are looking to discover ways to write reliable language instructing fabrics.
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Extra resources for Designing language teaching tasks
Sample text
These are all phrases we suggested in Chapter 2 might be used to describe activities such as language-teaching task design. How can such an ill-defined, tangled, messy phenomenon be studied? This chapter is devoted to the research methodology we used in the study. There are four broad areas we shall cover. The first relates to the design brief we gave our subjects, which they were expected to follow in the design of their task. The second concerns the think-aloud protocols we used to collect data.
2 Teacher cognition and behaviour In the general educational literature there are a number of studies dealing with teacher cognition and behaviour. Interest in this area has grown steadily since the early 1970s, and there have been three major foci of attention: the cognitive processes underlying teacher judgements and decisions, teacher planning (of courses and lessons), and the interactive judgements and decisions of teachers (interactive because they take place in class while in interaction with learners).
Language pedagogy based on the teaching of what Wilkins (1972) called ‘categories of communicative function’ (of which describing people is an example) was particularly popular in the 1970s and early 1980s. But it was subject to a number of criticisms in the 1980s (see Brumfit 1981 for example), and although textbooks written today often have a functional dimension, they are rarely if ever organised completely in functional terms. We can expect any group of language teaching task designers, brought together for whatever purpose, to have very differing views on functional teaching.