![]() Task AnalysisFramework for Task-Based Learning Jane Willis Longman, 1996 pp. Vi + 183 ISBN: 0582-25973-8 ¥ 3,700 One-of-a-Kind While the topic of 'task-based' learning has been discussed in the literature throughout the '90s, and Task Based Learning (TBL) has become a regular topic at teachers conferences, only one 'how to' teachers' book exists on the market. Saints of the underground rarlab. Jane Willis' A Framework for Task-based Learning is unique in this regard, one must scour academic literature and conference proceedings to find other discussions on the topic. But then, this title in the Longman Handbooks for English Teachers series is everything an experimenting teacher would want, so maybe the other ELT publishers just surrendered? A Narrow Target Admittedly, Task Based Learning is still a small, yet growing, trend in contemporary ELT. Task-based learning is based on several fundamental assumptions which are now popular themes in many 'communicative approach' designs: we should critically assess both quantity and quality of student talking time; and that exposure to and experience in use of language, along with learner motivation, are perhaps more important than the language instruction itself. Jiuhan HuangContents Framework has been organized as Part A: Starting Points (chapter 1 about the best environment for language learning and chapter 2 to introduce the concept of tasks), Part B: Task-Based Learning (describing the designed 'framework' and how it fits into texts ['a continuous piece of spoken or written language'. P67], listening, and language focus), and Part C: Implementing Task-Based Learning. There are some nice appendices -- including 'Five sample task-based lesson outlines' and the photocopiable 'Top 200 words of Spoken English' and 'Top 200 Words of Written English.'
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