This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.
1. Preface; 2. Foreword (by Pica, Teresa); 3. Chapter 1. Introduction: Broadening the perspective of task-based language teaching scholarship: The contribution of research in foreign language contexts (by Shehadeh, Ali); 4. Section I. Variables affecting task-based language learning and performance; 5. Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners' oral production (by Sasayama, Shoko); 6. Chapter 3. Measuring task complexity: Does EFL proficiency matter? (by Malicka, Aleksandra); 7. Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners (by Genc, Zubeyde Sinem); 8. Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting (by Horiba, Yukie); 9. Chapter 6. Task structure and patterns of interaction: What can we learn from observing native speakers performing tasks? (by Hobbs, James); 10. Section II. Implementation of task-based language teaching; 11. Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China (by Iwashita, Noriko); 12. Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom (by Moore, Paul J.); 13. Chapter 9. Qualitative differences in novice teachers' enactment of task-based language teaching in Hong Kong primary classrooms (by Chan, Sui Ping (Shirley)); 14. Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context (by Park, Moonyoung); 15. Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela (by Chacon, Carmen Teresa); 16. Chapter 12. Task-based language teacher education in an undergraduate program in Japan (by Jackson, Daniel O.); 17. Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan (by Weaver, Christopher); 18. Chapter 14. Language teachers' perceptions of a task-based learning programme in a French University (by McAllister, Julie); 19. Epilogue. What is next for task-based language teaching?; 20. Chapter 15. TBLT in EFL settings: Looking back and moving forward (by Carless, David); 21. About the contributors; 22. Index