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Task-Based Language Learning and Teaching

Eckerth, Johannes / Siekmann, Sabine (eds.)

Task-Based Language Learning and Teaching

Theoretical, Methodological, and Pedagogical Perspectives

Series: Duisburger Arbeiten zur Sprach- und Kulturwissenschaft - Volume 71

Year of Publication: 2008

Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2008. 313 pp., num. fig. and graphs
ISBN 978-3-631-57330-3 pb.  (Softcover)

Weight: 0.420 kg, 0.926 lbs

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Book synopsis

This volume is based on a conference session on task-based language learning and teaching at the 20th Biannual Meeting of the German Association for L2 Research (DGFF) at the University of Munich in October 2005. Though the empirical studies collected in this book vary considerably in focus, methodology and perspective, they all revolve around three central notions: «cognition», «process», and «communication / collaboration». Task-based language learning and teaching is now one of the most productive fields within the wider domain of Applied Linguistics and Second Language Acquisition Research. This volume brings together studies that have been conducted in Canada, Germany, Japan, New Zealand, and the USA. They investigate, respectively, the acquisition of L2 English, German, and Spanish in secondary and university education.


Contents: Johannes Eckerth: Task-based language learning and teaching - old wine in new bottles? – Michael Schart: What matters in TBLT - task, teacher or team? An action research perspective from a beginning German language classroom – Silvia Pesce: Focused tasks in L2 Spanish grammar learning and teaching – Johannes Eckerth: Task-based learner-learner interaction: investigating learning opportunities, learning processes, and learning outcomes – David Ishii: Language dia-logs: consciousness-raising through collaborative reflection – Sabine Siekmann: Peer scaffolding and orientation towards the task during collaborative WebQuests – Paula Krüger: Cognitive processes in solving thinking-aloud tasks – Lena Heine: Task-based cognition of bilingual learners in subject-specific contexts – Helmut Johannes Vollmer: Constructing tasks for content and language integrated learning and assessment – Jörg-U. Keßler: Communicative tasks and second language profiling: linguistic and pedagogic implications.

About the author(s)/editor(s)

The Editors: Johannes Eckerth is an Assistant Professor in the Department of Applied Linguistics at Portland State University (USA). His research interests encompass SLA, L2 pedagogy, task-based language learning and teaching, language assessment, analysis of spoken and written discourse, and research methodology.
Sabine Siekmann is an Assistant Professor of Linguistics at the University of Alaska, Fairbanks. Her research interests include sociocultural theory in instructed second language acquisition.


Duisburg Papers on Research in Language and Culture. Vol. 71
Edited by Ulrich Ammon, René Dirven and Martin Pütz