Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- 3 Why Task? Task as a Unit of Analysis for Language Education
- 4 Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
- 4A Developing a Task-Based Approach
- 4B A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
- 4C Task-Based Language Teaching in a Japanese University
- 4D The Implementation of a Task-Based Spanish-Language Program in Qingdao, China
- 5 The L in TBLT
- 5A Blustery with an Occasional Downpour
- 5B “I Have a Question”
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
5 - The L in TBLT
Analyzing Target Discourse
from Part II - Tasks and Needs Analysis
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- 3 Why Task? Task as a Unit of Analysis for Language Education
- 4 Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
- 4A Developing a Task-Based Approach
- 4B A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
- 4C Task-Based Language Teaching in a Japanese University
- 4D The Implementation of a Task-Based Spanish-Language Program in Qingdao, China
- 5 The L in TBLT
- 5A Blustery with an Occasional Downpour
- 5B “I Have a Question”
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
Summary
In the first part of a task-based needs analysis, a variety of sources of information and methods of obtaining that information are used to identify the target tasks for a particular learner group or learner type. The second part, the focus of this chapter, involves the collection of genuine samples of the spoken or written language used to perform those target tasks successfully, and analysis of the samples (i.e., analysis of target discourse), to produce one or more archetypal models. In elaborated or modified elaborated form if learners’ second language proficiency requires it, new, task-relevant language –– the L in TBLT –– is selected for incorporation into pedagogic tasks, and then learned, and to the extent possible, taught.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Task-Based Language Teaching , pp. 151 - 172Publisher: Cambridge University PressPrint publication year: 2021
References
Further Reading
Granena, G. (2008). Elaboration and simplification in scripted and genuine telephone service encounters. International Review of Applied Linguistics, 46(2), 137–66.Google Scholar
Long, M. H. (2015). Analyzing target discourse. In Long, M. H., Second language acquisition and task-based language teaching. Oxford: Wiley Blackwell, pp. 169–204.Google Scholar
Long, M. H. (2020). Optimal input for language learning: genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53(2), 169–82.CrossRefGoogle Scholar
O’Connell, S. P. (2014). A task-based language teaching approach to the police traffic stop. TESL Canada, 31(8), 116–31.Google Scholar
Oh, S.-Y. (2001). Two types of input modification and EFL reading comprehension: simplification versus elaboration. TESOL Quarterly, 35(1), 69–96.CrossRefGoogle Scholar
References
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