الفهرس الالي للمكتبة المركزية بجامعة عبد الحميد بن باديس - مستغانم
Titre : |
Task-Based Language Learning |
Type de document : |
texte imprimé |
Auteurs : |
Peter Robinson (1956-....), Editeur scientifique |
Editeur : |
Malden (MA) : Wiley-Blackwell |
Année de publication : |
2011 |
Importance : |
1 vol. (iv, 226 p.) |
Présentation : |
couv. ill. en coul., ill. |
Format : |
24 cm |
ISBN/ISSN/EAN : |
978-1-4443-5023-4 |
Note générale : |
Notes bibliogr. Index |
Langues : |
Anglais (eng) |
Index. décimale : |
421 |
Résumé : |
This volume contains papers addressing issues in task–based research into second language learning which are essential to informed pedagogic decision–making about how best to achieve this aim. These issues include research into the design characteristics of pedagogic tasks that promote the accuracy, fluency and complexity of learner language; the role of individual differences in the motivational and other cognitive variables that demands made by pedagogic tasks draw on; the extent to which tasks, and teacher interventions during task performance, promote the quantity and quality of interaction that facilitate L2 learning; and the generalizability of task–based research in laboratory contexts to classroom settings. |
Task-Based Language Learning [texte imprimé] / Peter Robinson (1956-....), Editeur scientifique . - Malden (MA) : Wiley-Blackwell, 2011 . - 1 vol. (iv, 226 p.) : couv. ill. en coul., ill. ; 24 cm. ISBN : 978-1-4443-5023-4 Notes bibliogr. Index Langues : Anglais ( eng)
Index. décimale : |
421 |
Résumé : |
This volume contains papers addressing issues in task–based research into second language learning which are essential to informed pedagogic decision–making about how best to achieve this aim. These issues include research into the design characteristics of pedagogic tasks that promote the accuracy, fluency and complexity of learner language; the role of individual differences in the motivational and other cognitive variables that demands made by pedagogic tasks draw on; the extent to which tasks, and teacher interventions during task performance, promote the quantity and quality of interaction that facilitate L2 learning; and the generalizability of task–based research in laboratory contexts to classroom settings. |
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Exemplaires (2)
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C1-002482 | 421-300.1 | Ouvrage | Bibliothèque Centrale | 400 - Langues | Exclu du prêt |
003336 | 421-300.2 | Ouvrage | Bibliothèque Centrale | 400 - Langues | Disponible |