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Task-based language teaching / David Nunan
Cambridge, UK : Cambridge University Press, 2004
xv, 222 pages. : illustrations ; 24 cm.
Ký hiệu phân loại (DDC): 418
The ground-breaking Designing Tasks for the Communicative Classroom (Nunan, 1989), has been completely updated and revised to create this new edition, now titled Task-Based Language Teaching. The previous edition helped to set the research agenda in teaching methodology for a decade and while it underpins this new title, the material has been thoroughly updated and includes four completely new chapters.
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Task-based language teaching : theory and practice / Rod Ellis...[et al]
United Kingdom : Cambridge University Press, 2020.
432 pages. : illustrations ; 23 cm.
Ký hiệu phân loại (DDC): 418.0071
Task-based language teaching is an approach which differs from traditional approaches by emphasizing the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form
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The influence of genre-based activitieson students’ foreign language writing / Nguyen Thi Minh Tam // Tạp chí Khoa học Ngôn ngữ và Văn hóa : Journal of inquiry into languages and cultures . - 2020. - . - ISSN: 2525-2674
Ký hiệu phân loại (DDC): 418.007
The findings from recent studies ofgenres and genre-related issues reveal that learners’ genre awareness couldenhance their linguistic knowledgeandtheir language skills as well (Cheng, 2006;Johns, 2015). Students’ awareness of various genres may allow them to produce texts of different genres, many of which would potentially appear in their future job contexts. In this study, genre-based activities were employed in an English linguistic class. During seven weeks, the students, after being lectured on linguistic contents, practiced the linguistic knowledege and skills they learned through genre analysis activities and then follow-up activities. In the mid-term and end-term assignments, students were required to produce two texts of one and the same genre. The texts that students produced were then compared in terms of the agreement between language choices and communicative purposes to specify the changes in their English writing; observations and informal discussion were also conducted. The possible influences of genre-based activities on students English writing were then discussed.
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