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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Vydáno v:Canadian journal of applied linguistics Ročník 12; číslo 1; s. 129 - 130
Hlavní autor: Bell, Philippa
Médium: Journal Article Book Review
Jazyk:angličtina
Vydáno: Québec Canadian Association of Applied Linguistics 01.01.2009
Carleton University
Témata:
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
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Shrnutí: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.
Bibliografie:SourceType-Scholarly Journals-1
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ISSN:1481-868X
1920-1818