TY  - BOOK
AU  - Johnson,Keith
TI  - Designing language teaching tasks
SN  - 0333990471 (cloth)
AV  - P53.82 .J64 2002
U1  - 418.0071 21
PY  - 2002///
CY  - New York
PB  - Palgrave Macmillan
KW  - Language and languages
KW  - Study and teaching
KW  - Task analysis in education
N1  - Includes bibliographical references and index; 1; Why Study Task Design?; 1.1; Designing language teaching tasks: an expertise study and a procedural analysis; 1.2; Applied linguistic expertise studies: a sparsely populated terrain; 1.3; Tasks and activities; 1.4; The need for applied linguistic expertise studies; 1.5; The ESRC project; 1.6; The Leverhulme project; 1.7; Plan of the book; 1.8; Troublesome pronouns --; 2; Some Studies in Expertise; 2.1; Studies into the general nature of expertise; 2.2; Specific expertise studies of particular relevance; 2.3; Conclusion --; 3; Studying Task Designers at Work; 3.1; The design brief; 3.2; Concurrent verbalisation; 3.3; Alternative data collection methods; 3.4; Coding the data; 3.5; Development of 'TADECS' --; 4; A Look at Two Designers; 4.1; An S designer's protocol (D1 - George); 4.2; An NS/T designer's protocol (D12 - Colin); 4.3; George and Colin: a salient difference --; 5; Designing Language Teaching Tasks: Beginnings; 5.1; What happens at Read brief and Analyse; 5.2; Analyse exemplified: a major difference between S and NS/T designers; 5.3; Questioning and commenting on the brief; 5.4; Reviewing the brief; 5.5; Identifying perspectives, frameworks and important considerations; 5.6; What decisions are made; 5.7; Do designers do what they say they will do?; 5.8; What designers in fact do; 5.9; The emerging picture --; 6; Designing Language Teaching Tasks: Middles and Ends; 6.1; Middles: the Explore macrostage; 6.2; Ends: the Instantiate, Write TN and Write WS macrostages --; 7; The Good Task Designer: Some Hypotheses; 7.1; A general characterisation; 7.2; Characteristics of the good task designer; 7.3; Are the experts expert? By nature or nurture? --; 8; Evaluating and Teaching Task Design; 8.1; How expert are the experts?; 8.2; Teaching task design; 8.3; Envoy; App. 1; TADECS Codes with Working Definitions and Notes --; App. 2; Example of ATLAS.ti Coding --; App. 3; Example of an Action Box Sequence --; App. 4; Decisions Made by the End of Analyse --; App. 5; Some Designers Philosophise --; App. 6; The Designers' Tasks
N2  - "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
ER  -