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Pädagogische Wirklichkeiten sind umstrittene Wirklichkeiten. Kategoriale Grundlegungsversuche erweisen sich als Perspektiven auf eine sich ihnen entziehende Komplexität; empirisch-qualitative Herangehensweisen arbeiten sich angesichts einer drohenden Kontingenz an Kriterien einer möglichen Bedeutungszuschreibung ab. Zugleich scheinen die theoretischen und empirischen Probleme nicht unabhängig voneinander zu sein. Die hier versammelten Texte untersuchen Einsätze und Strategien, die von diesen Schwierigkeiten einer kategorialen Begründbarkeit und empirischen Zugänglichkeit des Pädagogischen ihren Ausgang nehmen.
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Language and languages --- Task analysis in education --- Analysis, Task (Education) --- Education --- Study and teaching
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Task-based Language Teaching (TBLT) has been gaining momentum around the world during the past twenty years. However, particularly lacking in the body of available publications on TBLT is empirical evidence of the actual activity, interaction and learning
Language and languages --- Task analysis in education --- Analysis, Task (Education) --- Education --- Study and teaching
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"This volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of pragmatics can be integrated into TBLT. The TBLT-pragmatics connection is illustrated in a variety of constructs (e.g., speech acts, honorifics, genres, interactional features), methods (e.g., quantitative, quasi-experimental, conversation analysis), and topics (e.g., instructed SLA, heritage language learning, technology-enhanced teaching, assessment, and discursive pragmatics). Chapters in this volume collectively demonstrate how the two fields can together advance the current practice of teaching language for socially-situated, real-world communicative needs"--
Second language acquisition. --- Language and languages --- Task analysis in education. --- Study and teaching.
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English language --- Task analysis in education --- Education, Bilingual --- Study and teaching --- Japanese speakers.
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Task-Based Instruction for Teaching Russian as a Foreign Language presents the most recent developments in the field of task-based language teaching (TBLT) and highlights impactful research-based instructional practices of applying TBLT for the teaching of Russian.This comprehensive volume extends the current understanding of the nature and role of tasks in course development, authenticity in task design, the role of the instructor in TBLT, teaching culture through TBLT, the intersection of complex morphology and explicit grammar instruction with task-based approaches, collaborative interaction within TBLT, and technology-mediated tasks. This resource focuses on the unique set of factors and challenges that arise when applying TBLT in the instruction of Russian and other morphologically rich languages.This edited volume will be of interest to teachers of Russian as well as researchers in Russian language acquisition, language pedagogy, and Slavic applied linguistics.
Russian language --- Task analysis in education --- Study and teaching --- Foreign speakers
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Curriculum development --- Didactics of languages --- Task analysis in education --- Language and languages --- Langues --- --Enseignement --- --Langage --- --Acquisition --- --Study and teaching --- Enseignement --- Langage --- Acquisition
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Aimed at language teachers who want to gain a better understanding of task-based learning and how it works in practice, this text demonstrates procedures for designing and adapting tasks. It also shows how to provide a focus on grammar and vocabulary within a task-based framework.
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English language --- Task analysis in education --- Education, Bilingual --- Bilingual education --- Bilingualism --- Multilingual education --- Analysis, Task (Education) --- Education --- Germanic languages --- Study and teaching --- Japanese speakers. --- #KVHA:Taalkunde --- #KVHA:Taalonderwijs
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