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

摘要

Most of the contributions to this edited collection are based on papers originally presented at a conference of the German Association for L2 Research in Munich in October 2005. Eckerth's introductory chapter on approaches to task-based teaching, learning and research (hereafter TBL as an umbrella term), is followed by five papers on 'Classroom-based research', two on 'Language and cognition' and two on 'Task-based assessment'. So much of the current published classroom-based research on TBL has investigated intermediate and advanced learners in Anglophone contexts that it is refreshing to see the wide range of L2s, language levels and the geographical contexts of the five studies in this volume, summarised in the table below.