Task-based language learning and teaching: Theoretical, methodological, and pedagogical perspectives

The book is divided into three sections based on the area of research interest: classroom-based research, language and cognition, and task-based assessment. Krüger used the think-alouds to further understand the cognitive processes that learners use when solving problems, but from the think-aloud da...

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Bibliographic Details
Published in:Canadian journal of applied linguistics Vol. 12; no. 1; pp. 129 - 130
Main Author: Bell, Philippa
Format: Journal Article Book Review
Language:English
Published: Québec Canadian Association of Applied Linguistics 01.01.2009
Carleton University
Subjects:
Classroom Environment
Classrooms
Cognition & reasoning
Cognitive Processes
Consciousness Raising
Educational Needs
Interlanguage
Language
Learning
Learning Processes
Monolingualism
Morphemes
Pedagogy
Problem Solving
Protocol Analysis
Researchers
Second Language Learning
Sociocultural Patterns
Task Analysis
Teaching
Teaching Methods
Asia
North America
Japan
Europe
ISSN:1481-868X, 1920-1818
Online Access:Get full text
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Summary:The book is divided into three sections based on the area of research interest: classroom-based research, language and cognition, and task-based assessment. Krüger used the think-alouds to further understand the cognitive processes that learners use when solving problems, but from the think-aloud data, she also suggested that our socio-cultural contexts affect how we learn a language. Heine's research does not focus on foreign language learning processes, but the relationship between general and linguistic problem-solving during the processing of subject-specific tasks.
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ISSN:1481-868X
1920-1818