Designing language teaching tasks /
Johnson, Keith, 1944-
Designing language teaching tasks / Keith Johnson. - x, 196 p.
Includes bibliographical references and index.
Why Study Task Design? Designing language teaching tasks: an expertise study and a procedural analysis. Applied linguistic expertise studies: a sparsely populated terrain. Tasks and activities. The need for applied linguistic expertise studies. The ESRC project. The Leverhulme project. Plan of the book. Troublesome pronouns -- Some Studies in Expertise. Studies into the general nature of expertise. Specific expertise studies of particular relevance. Conclusion -- Studying Task Designers at Work. The design brief. Concurrent verbalisation. Alternative data collection methods. Coding the data. Development of 'TADECS' -- A Look at Two Designers. An S designer's protocol (D1 - George). An NS/T designer's protocol (D12 - Colin). George and Colin: a salient difference -- Designing Language Teaching Tasks: Beginnings. What happens at Read brief and Analyse. Analyse exemplified: a major difference between S and NS/T designers. Questioning and commenting on the brief. Reviewing the brief. Identifying perspectives, frameworks and important considerations. What decisions are made. Do designers do what they say they will do? What designers in fact do. The emerging picture -- Designing Language Teaching Tasks: Middles and Ends. Middles: the Explore macrostage. Ends: the Instantiate, Write TN and Write WS macrostages -- The Good Task Designer: Some Hypotheses. A general characterisation. Characteristics of the good task designer. Are the experts expert? By nature or nurture? -- Evaluating and Teaching Task Design. How expert are the experts? Teaching task design. Envoy. TADECS Codes with Working Definitions and Notes -- Example of ATLAS.ti Coding -- Example of an Action Box Sequence -- Decisions Made by the End of Analyse -- Some Designers Philosophise -- The Designers' Tasks. 1. 1.1. 1.2. 1.3. 1.4. 1.5. 1.6. 1.7. 1.8. 2. 2.1. 2.2. 2.3. 3. 3.1. 3.2. 3.3. 3.4. 3.5. 4. 4.1. 4.2. 4.3. 5. 5.1. 5.2. 5.3. 5.4. 5.5. 5.6. 5.7. 5.8. 5.9. 6. 6.1. 6.2. 7. 7.1. 7.2. 7.3. 8. 8.1. 8.2. 8.3. App. 1. App. 2. App. 3. App. 4. App. 5. App. 6.
"Designing Language Teaching Tasks provides a research-based account of how experienced teachers and task designers prepare activities for use in the language classroom. It gives detailed information on the procedures which designers follow. The book is a description of research and will therefore interest applied linguists and students in the field. It is written in a clear and comprehensible way, and should appeal to all those who want to learn to write good language teaching materials."--Publisher description.
0333990471 (cloth) 0333984862 (paper)
2002075464
Language and languages--Study and teaching.
Task analysis in education
P53.82 / .J64 2002
418.0071
Designing language teaching tasks / Keith Johnson. - x, 196 p.
Includes bibliographical references and index.
Why Study Task Design? Designing language teaching tasks: an expertise study and a procedural analysis. Applied linguistic expertise studies: a sparsely populated terrain. Tasks and activities. The need for applied linguistic expertise studies. The ESRC project. The Leverhulme project. Plan of the book. Troublesome pronouns -- Some Studies in Expertise. Studies into the general nature of expertise. Specific expertise studies of particular relevance. Conclusion -- Studying Task Designers at Work. The design brief. Concurrent verbalisation. Alternative data collection methods. Coding the data. Development of 'TADECS' -- A Look at Two Designers. An S designer's protocol (D1 - George). An NS/T designer's protocol (D12 - Colin). George and Colin: a salient difference -- Designing Language Teaching Tasks: Beginnings. What happens at Read brief and Analyse. Analyse exemplified: a major difference between S and NS/T designers. Questioning and commenting on the brief. Reviewing the brief. Identifying perspectives, frameworks and important considerations. What decisions are made. Do designers do what they say they will do? What designers in fact do. The emerging picture -- Designing Language Teaching Tasks: Middles and Ends. Middles: the Explore macrostage. Ends: the Instantiate, Write TN and Write WS macrostages -- The Good Task Designer: Some Hypotheses. A general characterisation. Characteristics of the good task designer. Are the experts expert? By nature or nurture? -- Evaluating and Teaching Task Design. How expert are the experts? Teaching task design. Envoy. TADECS Codes with Working Definitions and Notes -- Example of ATLAS.ti Coding -- Example of an Action Box Sequence -- Decisions Made by the End of Analyse -- Some Designers Philosophise -- The Designers' Tasks. 1. 1.1. 1.2. 1.3. 1.4. 1.5. 1.6. 1.7. 1.8. 2. 2.1. 2.2. 2.3. 3. 3.1. 3.2. 3.3. 3.4. 3.5. 4. 4.1. 4.2. 4.3. 5. 5.1. 5.2. 5.3. 5.4. 5.5. 5.6. 5.7. 5.8. 5.9. 6. 6.1. 6.2. 7. 7.1. 7.2. 7.3. 8. 8.1. 8.2. 8.3. App. 1. App. 2. App. 3. App. 4. App. 5. App. 6.
"Designing Language Teaching Tasks provides a research-based account of how experienced teachers and task designers prepare activities for use in the language classroom. It gives detailed information on the procedures which designers follow. The book is a description of research and will therefore interest applied linguists and students in the field. It is written in a clear and comprehensible way, and should appeal to all those who want to learn to write good language teaching materials."--Publisher description.
0333990471 (cloth) 0333984862 (paper)
2002075464
Language and languages--Study and teaching.
Task analysis in education
P53.82 / .J64 2002
418.0071