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005 20211102155110.0
008 020606s2002 nyu b 001 0 eng
010 _a 2002075464
011 _aBIB MATCHES WORLDCAT
020 _a0333990471 (cloth)
020 _a0333984862 (paper)
035 _a(ATU)b10784755
035 _a(DLC) 2002075464
035 _a(OCoLC)50746885
040 _aDLC
042 _apcc
050 0 0 _aP53.82
_b.J64 2002
082 0 0 _a418.0071
_221
100 1 _aJohnson, Keith,
_d1944-
_9225146
245 1 0 _aDesigning language teaching tasks /
_cKeith Johnson.
263 _a0211
264 1 _aNew York :
_bPalgrave Macmillan,
_c2002.
300 _ax, 196 p.
504 _aIncludes bibliographical references and index.
505 0 0 _g1.
_tWhy Study Task Design?
_g1.1.
_tDesigning language teaching tasks: an expertise study and a procedural analysis.
_g1.2.
_tApplied linguistic expertise studies: a sparsely populated terrain.
_g1.3.
_tTasks and activities.
_g1.4.
_tThe need for applied linguistic expertise studies.
_g1.5.
_tThe ESRC project.
_g1.6.
_tThe Leverhulme project.
_g1.7.
_tPlan of the book.
_g1.8.
_tTroublesome pronouns --
_g2.
_tSome Studies in Expertise.
_g2.1.
_tStudies into the general nature of expertise.
_g2.2.
_tSpecific expertise studies of particular relevance.
_g2.3.
_tConclusion --
_g3.
_tStudying Task Designers at Work.
_g3.1.
_tThe design brief.
_g3.2.
_tConcurrent verbalisation.
_g3.3.
_tAlternative data collection methods.
_g3.4.
_tCoding the data.
_g3.5.
_tDevelopment of 'TADECS' --
_g4.
_tA Look at Two Designers.
_g4.1.
_tAn S designer's protocol (D1 - George).
_g4.2.
_tAn NS/T designer's protocol (D12 - Colin).
_g4.3.
_tGeorge and Colin: a salient difference --
_g5.
_tDesigning Language Teaching Tasks: Beginnings.
_g5.1.
_tWhat happens at Read brief and Analyse.
_g5.2.
_tAnalyse exemplified: a major difference between S and NS/T designers.
_g5.3.
_tQuestioning and commenting on the brief.
_g5.4.
_tReviewing the brief.
_g5.5.
_tIdentifying perspectives, frameworks and important considerations.
_g5.6.
_tWhat decisions are made.
_g5.7.
_tDo designers do what they say they will do?
_g5.8.
_tWhat designers in fact do.
_g5.9.
_tThe emerging picture --
_g6.
_tDesigning Language Teaching Tasks: Middles and Ends.
_g6.1.
_tMiddles: the Explore macrostage.
_g6.2.
_tEnds: the Instantiate, Write TN and Write WS macrostages --
_g7.
_tThe Good Task Designer: Some Hypotheses.
_g7.1.
_tA general characterisation.
_g7.2.
_tCharacteristics of the good task designer.
_g7.3.
_tAre the experts expert? By nature or nurture? --
_g8.
_tEvaluating and Teaching Task Design.
_g8.1.
_tHow expert are the experts?
_g8.2.
_tTeaching task design.
_g8.3.
_tEnvoy.
_gApp. 1.
_tTADECS Codes with Working Definitions and Notes --
_gApp. 2.
_tExample of ATLAS.ti Coding --
_gApp. 3.
_tExample of an Action Box Sequence --
_gApp. 4.
_tDecisions Made by the End of Analyse --
_gApp. 5.
_tSome Designers Philosophise --
_gApp. 6.
_tThe Designers' Tasks.
520 _a"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.
650 0 _aLanguage and languages
_xStudy and teaching.
_9319874
650 0 _aTask analysis in education
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