Grammatical Theory and Metascience: A Critical Investigation Into the Methodological and Philosophical Foundations of "autonomous" LinguisticsIn this book, the author analyses the nature of the science of grammar. After presenting some methodological and historical background, he sets forth a theory of language and of grammar, showing that the science of grammar is not an empirical, but a normative science, comparable to logic and philosophy, characterized by the use of the method of explication. |
Contents
Chapter 1 Introduction | 1 |
Section I Variables affecting taskbased language learning and performance | 21 |
Chapter 2 Effects of task complexity and pretask planning on Japanese EFL learners oral production | 23 |
Chapter 3 Measuring task complexity | 43 |
Chapter 4 Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners | 67 |
Chapter 5 Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting | 89 |
Chapter 6 Task structure and patterns of interaction | 109 |
Section II Implementation of taskbased language teaching | 135 |
Chapter 10 Implementing computerassisted taskbased language teaching in the Korean secondary EFL context | 215 |
Chapter 11 Taskbased language teaching through filmoriented activities in a teacher education program in Venezuela | 241 |
Chapter 12 Taskbased language teacher education in an undergraduate program in Japan | 267 |
Chapter 13 Incorporating a formative assessment cycle into taskbased language teaching in a university setting in Japan | 287 |
Chapter 14 Language teachers perceptions of a taskbased learning programme in a French University | 313 |
Epilogue What is next for taskbased language teaching? | 343 |
Chapter 15 TBLT in EFL settings | 345 |
About the contributors | 359 |
Chapter 7 Patterns of corrective feedback in a taskbased adult EFL classroom setting in China | 137 |
Chapter 8 Incidental learnergenerated focus on form in a taskbased EFL classroom | 163 |
Chapter 9 Qualitative differences in novice teachers enactment of taskbased language teaching in Hong Kong primary classrooms | 187 |
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Grammatical Theory and Metascience: A critical investigation into the ... Esa Itkonen Limited preview - 1978 |
Common terms and phrases
accuracy activities analysis Applied Linguistics attention benefit Branden Bygate Cambridge CATBLT China classroom Clevedon Cognition Hypothesis communicative communicative language teaching complex task current study curriculum defined demands difficult diflferences effects EFL contexts EFL settings Ellis evaluation Fed Ex feedback film find findings first five fluency focus on form focused foreign language formative assessment grammar guage Hong Kong Iapan Iapanese identified influence input instruction interaction investigated Iournal Keita knowledge L2 proficiency L2-only language education language proficiency learners lesson lexical logits LREs measures oral tasks participants pedagogical peers PowerPoint PowerPoint presentation pre-task planning processing proficiency group programme recasts reflect research question Robinson role Second Language Acquisition significant significantly Skehan skills speakers specific T-unit target task complexity task condition task design task performance task requirements task-based language teaching TBLT teacher education TESOL tion University Press uptake vocabulary acquisition words written tasks