The 17th Annual Technology for Second Language Learning Conference

Event type
Conference
Date
to
Add to Calendar 2019-09-06 10:00:00 2019-09-07 10:00:00 The 17th Annual Technology for Second Language Learning Conference Task-based language teaching (TBLT) is an approach to language education intended to prepare students for language use beyond the classroom by providing them with opportunities to perform carefully designed learning tasks simulating real-world tasks.  Task design is informed by hypotheses about learning and analysis of the language, topics, and genres of communication that students will need beyond the classroom. Pedagogic tasks are sequenced according to their performance demands to prepare learners for participation in communication tasks outside the classroom.  With design and sequencing of tasks as central to the approach, much attention has been devoted to discovering the effects of particular task-internal and task-external characteristics on performance and learning. Such research has been instrumental in bridging the historical divide between theory and practice in second language acquisition by drawing on theory and research to hypothesize and test the effects of particular performance conditions operationalized as pedagogic tasks.  Historically, research on task-based language learning largely concentrated on tasks carried out through face-to-face interaction in the classroom. Today, technology mediates many pedagogic and real-world communication tasks, creating the need to better understand the implications of technology for TBLT. Location ELT events noreply@eltevents.com Australia/Sydney public
Country
City
Lowa
Venue
Iowa State University
Deadline for abstracts/proposals
Event theme
Event details

Task-based language teaching (TBLT) is an approach to language education intended to prepare students for language use beyond the classroom by providing them with opportunities to perform carefully designed learning tasks simulating real-world tasks.  Task design is informed by hypotheses about learning and analysis of the language, topics, and genres of communication that students will need beyond the classroom. Pedagogic tasks are sequenced according to their performance demands to prepare learners for participation in communication tasks outside the classroom.  With design and sequencing of tasks as central to the approach, much attention has been devoted to discovering the effects of particular task-internal and task-external characteristics on performance and learning. Such research has been instrumental in bridging the historical divide between theory and practice in second language acquisition by drawing on theory and research to hypothesize and test the effects of particular performance conditions operationalized as pedagogic tasks.  Historically, research on task-based language learning largely concentrated on tasks carried out through face-to-face interaction in the classroom. Today, technology mediates many pedagogic and real-world communication tasks, creating the need to better understand the implications of technology for TBLT.

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