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Item #:
1603927
Task-Based Language Teaching (Cambridge Language Teaching Library)
Item #:
1603927
AED 233
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This groundbreaking edition of Task-Based Language Teaching sets a new standard in teaching methodology.
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Product Details
| Publisher | Cambridge University Press |
| Publication date | December 27, 2004 |
| Edition | 1st |
| Language | English |
| Print length | 240 pages |
| ISBN-10 | 0521549477 |
| ISBN-13 | 978-0521549479 |
| Item Weight | 13.6 ounces (385.56 grams) |
| Dimensions | 6 x 0.55 x 9 inches (15.2 x 1.4 x 22.9 cm) |
Product Description
Task-Based Language Teaching (Cambridge Language Teaching Library)
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Customer Questions & Answers
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Question:
What is the main focus of Task-Based Language Teaching?
Answer: The main focus is on enhancing communicative competence through task-based language learning. -
Question:
Who is the author of the original edition?
Answer: The original edition, 'Designing Tasks for the Communicative Classroom', was authored by David Nunan. -
Question:
What makes this edition different from the previous one?
Answer: This edition includes thorough updates and four completely new chapters, reflecting the latest research and practices.
Language Experience Approach Editorial Review
**** The book under review has garnered mixed feedback from its audience, particularly within the context of task-based language teaching (TBLT). Many readers have praised it for its accessible writing style and the wealth of information it offers, making it a great resource for those venturing into the realm of TBLT. They appreciate the clarity with which the author presents complex concepts, resulting in an engaging read that many find beneficial. However, there are voices of critique that position this book as less significant compared to other established works in the field. Some readers note that while the book contains valuable insights, it pales in comparison to the contributions from notable scholars such as Willis, Skehan, and Ellis, suggesting that the author, Nunan, does not hold the same weight as a thought leader in TBL methodology. Additionally, one reviewer points out the author's tendency to conflate TBL with a more traditional method known as PPP (Presentation, Practice, Production), which may mislead readers seeking a comprehensive understanding of task-based teaching. Overall, while the book is acknowledged for its readability and informative nature, concerns about its comparative depth in the field have led to a range of opinions, culminating in a moderately favorable reception. **
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Pros
- Accessible writing style.
- Packed with useful information.
- Engaging and easy to read.
Cons
- Considered less impactful than works by other notable scholars.
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Features & Benefits
- Completely updated and revised from the original 1989 edition.
- Includes four new chapters enhancing the teaching methodology.
- Sets a new research agenda in language teaching.
- Ground-breaking approach to task-based learning.
- Ideal for educators aiming to improve communicative teaching.
- A must-have resource for modern language classrooms.
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