Using Tasks in Second Language Teaching - (Second Language Acquisition) by Craig Lambert & Rhonda Oliver (Paperback)
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<p/><br></br><p><b> About the Book </b></p></br></br>This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the benefits and challenges that teachers, program designers and researchers face in using tasks.<p/><br></br><p><b> Book Synopsis </b></p></br></br><p>This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners' concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.</p><p/><br></br><p><b> Review Quotes </b></p></br></br><br><p>[This book] offers insightful considerations on theoretical and empirical aspects, highlighting research, pedagogical needs, and practical implications for the foreign language classroom. The book is particularly useful for teachers willing to embrace a task-based instruction, as chapters exemplify a variety of information, opinion, and reasoning tasks (Ellis, 2009), include spoken, written, and hybrid modalities, examine traditional and online genres, and combine old and new resources.</p>--Laura Dubcovsky, University of California, Davis, USA "LINGUIST List 32.1542"<br><br><p>Lambert and Oliver have assembled an excellent variety of chapters on task-based instruction. They provide a huge breadth of coverage, of different age ranges and instructional contexts. Most distinctive are the wide geographical contexts and the range of ages which motivate the different studies. This is an important book for researchers and professionals alike, making important theoretical and practical contributions.</p>-- "Peter Skehan, Birkbeck College, UK"<br><br><p>Lambert and Oliver have done an admirable job of collating a rich and diverse collection of studies, all offering insights into how tasks can be used more effectively in real-world classrooms.</p>--Priska Pramastiwi, Victoria University of Wellington, New Zealand "Language Teaching for Young Learners 3:2"<br><br><p>Task-based instruction features the integration of theory, research, and practice. However, what is missing in the literature is 'practice', that is, how to effectively implement task-based instruction by taking into account various factors at the macro and micro level. Lambert and Oliver fill a significant gap through this timely initiative.</p>-- "Shaofeng Li, Florida State University, USA"<br><br><p>This volume provides insights into teachers' practices and challenges when introducing tasks in their classroom, covering a wide range of international educational contexts. Pre-service and in-service teachers will benefit from the concrete advice about practical issues in implementing tasks in different contexts. It is also useful for researchers and postgraduate students in that it considers the effects of tasks on L2 acquisition and performance.</p>-- "Natsuko Shintani, Kansai University, Japan"<br><p/><br></br><p><b> About the Author </b></p></br></br>Craig Lambert is an Associate Professor of Applied Linguistics in the School of Education at Curtin University. His recent books include <em>Task-Based Language Teaching: Theory and Practice</em> (with R. Ellis <em>et al.</em>, Cambridge, 2020) and <em>Referent Similarity and Nominal Syntax in Task-Based Language Teaching</em> (Springer, 2019).</p> <p>Rhonda Oliver is Professor and Head of the School of Education, Curtin University, Australia. Her publications include <em>Teaching Through Peer Interaction</em> (with R. Adams, Routledge, 2019) and <em>Child Second Language Learning in Different Classroom Contexts</em> (with B. Nguyen, Routledge, 2018).</p>
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