Thinking and acting programmatically in task-based language teaching Essential roles for program evaluation

Task-Based Language Teaching

Volumn 8, Issue , 2015, Pages 27-58

  Norris, John M ^a  

^a GEORGETOWN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85064051589     PISSN: 1877346X     EISSN: None     Source Type: Book Series    
DOI: 10.1075/tblt.8.02nor     Document Type: Chapter

References (65)

1. American Council on the Teaching of Foreign Languages (ACTFL). (2002). ACTFL/NCATE program standards for the preparation of foreign language teachers. Alexandria, VA: Author. Retrieved from 〈http://www.actfl.org/files/public/ACTFLNCATEStandardsRevised713.pdf〉
2. Al-Dabbagh, S. A., & Al-Taee, W. G. (2005). Evaluation of a task-based community oriented teaching model in family medicine for undergraduate medical students in Iraq. BMC Medical Education, 5(1). DOI: 10.1186/1472-6920-5-31
3. Beretta, A. (1986b). Program-fair language teaching evaluation. TESOL Quarterly, 20, 431–445. DOI: 10.2307/3586293
4. Beretta, A. (1990a). Implementation of the Bangalore Project. Applied Linguistics, 11, 321–340. DOI: 10.1093/applin/11.4.321
5. Beretta, A. (1992). What can be learned from the Bangalore evaluation? In J. C. Alderson & A. Beretta (Eds.), Evaluating second language education (pp. 250–273). Cambridge: Cambridge University Press. DOI: 10.1017/CBO9781139524575.011
6. Beretta, A., & Davies, A. (1985). Evaluation of the Bangalore project. ELT journal, 39(2), 121–127. DOI: 10.1093/elt/39.2.121
7. Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
8. Candlin, C. (1987). Towards task-based language learning. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 5–22). Englewood Cliffs, NJ: Prentice Hall.
9. Carless, D. (1998). A case study of curriculum implementation in Hong Kong. System, 26(3), 353–368. DOI: 10.1016/S0346-251X(98)00023-2
10. Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31, 485–500. DOI: 10.1016/j.system.2003.03.002
11. Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38, 639–662. DOI: 10.2307/3588283
12. Center for Canadian Language Benchmarks (2012). Canadian language benchmarks: English as a second language for adults. Ottawa: Author.
13. Cronbach, L. J., & Associates. (1980). Toward reform of program evaluation. San Fransisco, CA: Jossey-Bass.
14. Cronbach, L. J., & Suppes, P. (Eds.) (1969). Research for tomorrow’s schools: Disciplined inquiry for education. London, UK: Macmillan.
15. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: Henry Holt.
16. Dewey, J. (1938). Experience and education. New York, NY: Simon and Schuster.
17. East, M. (2012). Task-based language teaching from the teachers’ perspective: Insights from New Zealand. Amsterdam: John Benjamins. DOI: 10.1075/tblt.3
18. Educational Testing Service. (2009). Scores you can trust. Accessed May 10, 2015 from 〈http://www. ets.org/Media/Tests/TOEFL/pdf/11413_scoreuser4.pdf〉
19. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
20. Foster, P., & Skehan, P. (1999). The influence of source of planning and focus of planning on task-based performance. Language Teaching Research, 3(3), 215–247. DOI: 10.1177/136216889900300303
21. Gilabert, R. (2007). The simultaneous manipulation of task complexity along planning time and [±Here-and-Now]: Effects on L2 oral production. In M. Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp. 44–68). Clevedon: Multilingual Matters.
22. González-Lloret, M., & Nielson, K. B. (2014). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research. DOI: 1362168814541745
23. Hill, Y.Z., & Tschudi, S. (2008). A utilization-focused approach to the evaluation of a web-based hybrid conversational Mandarin program in a North American university. Teaching English in China: CELEA Journal, 31(5), 37–54.
24. James, W. (1899/1958). Talks to teachers. New York, NY: W. W. Norton.
25. José de la Fuente, M., Martín Peris, E., & Sans Baulenas, N. (2011). Gente (3rd ed.). Upper Saddle River, NJ: Pearson.
26. Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
27. Lai, C., Zhao, Y., & Wong, J. (2011). Task-based language teaching in online ab initio foreign language classrooms. Modern Language Journal, 95(s), 81–103. DOI: 10.1111/j.1540-4781.2011.01271.x
28. Long, M. (2015). Second language acquisition and task-based language teaching. Oxford: Wiley Blackwell.
29. Long, M. H., & Crookes, G. (1993). Units of analysis in syllabus design – The case for task. In G. Crookes & S. M. Gass (Eds.), Tasks in a pedagogical context: Integrating theory and practice (pp. 9–54). Clevedon: Multilingual Matters.
30. Long, M. H., & Norris, J. M. (2000). Task-based teaching and assessment. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 597–603). London: Routledge.
31. Markee, N. (1996). Managing curricular innovation. Cambridge: Cambridge University Press.
32. McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41(1), 107–132.
33. Mori, J. (2002). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied linguistics, 23(3), 323–347. DOI: 10.1093/applin/23.3.323
34. Norris, J. M. (2006). The why (and how) of assessing student foreign language programs. Modern Language Journal, 90, 590–597. DOI: 10.1111/j.1540-4781.2006.00466_2.x
35. Norris, J. M. (2009). Task-based teaching and testing. In M. Long & C. Doughty (Eds.), Handbook of language teaching (pp. 578–594). Cambridge: Blackwell. DOI: 10.1002/9781444315783.ch30
36. Norris, J. M. (2016). Language program evaluation. Modern Language Journal, 100(s).
37. Norris, J. M., Brown, J. D., Hudson, T. D., & Bonk, W. (2002). Examinee abilities and task difficulty in task-based L2 performance assessment. Language Testing, 19(4), 395–418. DOI: 10.1191/0265532202lt237oa
38. Patton, M. Q. (2008). Utilization-focused evaluation, (4th ed.). Thousand Oaks, CA: Sage.
39. Peirce, C. S. (1878/1992). How to make our ideas clear. In N. Houser & C. Kloesel (Eds.), The essential Peirce, Vol.1 (pp. 124–141). Bloomington IN: Indiana University Press.
40. Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
41. Reid, W. J. (1997). Research on task-centered practice. Social Work Research, 21(3), 132–137. DOI: 10.1093/swr/21.3.132
42. Reid, W. J., & Fortune, A. E. (2004). Task-centered practice: An exemplar of evidence-based practice. In A. Roberts & K. Yeager (Eds.), Evidence-based practice manual: Research and outcome measures in health and human services (pp. 226–232). Oxford: Oxford University Press.
43. Robinson, P. (Ed.) (2011). Second language task complexity: Researching the Cognition Hypothesis of language learning and performance. Amsterdam: John Benjamins. DOI: 10.1075/tblt.2
44. Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Houndmills: Palgrave.
45. Sasayama, S., Malicka, A., & Norris, J. M. (2014). Cognitive task complexity in TBLT research and beyond: A research synthesis. Presentation at the 50th International Association of Applied Linguistics (AILA) conference, Brisbane, Australia.
46. Seedhouse, P. (2005). “Task” as research construct. Language Learning, 55(3), 533–570. DOI: 10.1111/j.0023-8333.2005.00314.x
47. Shintani, N. (2011). A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners. Language Teaching Research, 15, 137–158. DOI: 10.1177/1362168810388692
48. Shintani, N. (2013). The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginner learners. TESOL Quarterly, 47, 36–62. DOI: 10.1002/tesq.54
49. Skehan, P. (Ed.) (2014). Investigating a processing perspective on task performance. Amsterdam: John Benjamins.
50. Slimani-Rolls, A. (2005). Rethinking task-based language learning: What we can learn from the learners. Language Teaching Research, 9(2), 195–218. DOI: 10.1191/1362168805lr163oa
51. Steffe, L. P., & Gale, J. E. (Eds.). (1995). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum Associates.
52. Sternberg, R. J. (2003). What is an ‘expert student?’. Educational Researcher, 32(8), 5–9. DOI: 10.3102/0013189X032008005
53. Sternberg, R. J., Torff, B., & Grigorenko, E. (1998a). Teaching for successful intelligence raises school achievement. Phi Delta Kappan, 667–669.
54. Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998b). Teaching triarchically improves school achievement. Journal of Educational Psychology, 90(3), 374. DOI: 10.1037/0022-0663.90.3.374
55. Swan, M. (2005). Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 26(3), 376–401. DOI: 10.1093/applin/ami013
56. Towell, R., & Tomlinson, P. (1999). Language curriculum development research at university level. Language Teaching Research, 3(1), 1–32. DOI: 10.1177/136216889900300102
57. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: The University of Chicago Press.
58. Van den Branden, K. (Ed.) (2006a). Task-based language teaching in practice. Cambridge: Cambridge University Press. DOI: 10.1017/CBO9780511667282
59. Van den Branden, K. (2006b). Training teachers: Task-based as well? In K. Van den Branden (Ed.), Task-based language teaching in practice (pp. 217–273). Cambridge: Cambridge University Press. DOI: 10.1017/CBO9780511667282.011
60. Wertsch, J. V. (1995). Discourse and learning in the classroom: A sociocultural approach. In L. Steffe & J. Gale (Eds.), Constructivism in education (pp. 159–174). Hillsdale, NJ: Lawrence Erlbaum Associates.
61. Whitehead, A. N. (1916). The aims of education. Presidential address to the Mathematical Association of England, London, UK.
62. Whitehead, A. N. (1929). The aims of education and other essays. New York, NY: Macmillan.
63. Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey Bass.
64. Wiggins, G. P., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
65. Zhang, E. (2007). TBLT innovation in primary school English language teaching in mainland China. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.), Tasks in action: Task-based language education from a classroom-based perspective (pp. 68–91). Newcastle upon Tyne: Cambridge Scholars.