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Part II - Tasks and Needs Analysis

Published online by Cambridge University Press:  19 November 2021

Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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The Cambridge Handbook of Task-Based Language Teaching , pp. 53 - 202
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Dewey, J. (1938). Experience and education. New York: Macmillan.Google Scholar
Long, M. H. (2015). TBLT: Building the road as we travel. In Bygate, M., ed. Domains and directions in the development of TBLT: A decade of plenaries from the international conference. Amsterdam: John Benjamins, pp. 1–26.Google Scholar
Long, M. H. and Norris, J. M. (2000). Task-based teaching and assessment. In Byram, M., ed. Encyclopedia of language teaching. London: Routledge, pp. 597–603.Google Scholar
Norris, J. M. (2015). Thinking and acting programmatically in task-based language teaching: Essential roles for program evaluation. In Bygate, M., ed. Domains and directions in the development of TBLT: A decade of plenaries from the international conference. Amsterdam: John Benjamins, pp. 27–57.CrossRefGoogle Scholar
Samuda, V., Van den Branden, K., and Bygate, M. (2018). TBLT as a researched pedagogy. Amsterdam: John Benjamins.Google Scholar

References

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Further Reading

Berwick, R. (1989). Needs assessment in language programming: From theory to practice. In Johnson, R. K., ed. The second language curriculum. Cambridge: Cambridge University Press, pp. 48–62.Google Scholar
Brown, J. D. (2009). Foreign and second language needs analysis. In Long, M. H. and Doughty, C., eds. The handbook of language teaching. Oxford: Blackwell, pp. 269–293.Google Scholar
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Long, M. H. (2005). Methodological issues in learner needs analysis. In Long, M. H., ed. Second language needs analysis. Cambridge: Cambridge University Press, pp. 19–76.Google Scholar
Long, M. H. (2015). Identifying target tasks. In Long, M. H., ed. Second language acquisition and task-based language teaching. Oxford: Wiley-Blackwell, pp. 117–68.Google Scholar
Oliver, R., Grote, E., Rochecouste, J., and Exell, M. (2013). Needs analysis for task-based language teaching: A case study of Indigenous vocational education and training students who speak EAL/EAD. TESOL in Context, 22(2), 36–50.Google Scholar
Riestenberg, K. and Sherris, A. (2018). Task-based teaching of indigenous languages: Investment and methodological principles in Macuiltianguis Zapotec and Salish Qlispe revitalization. Canadian Modern Language Review, 74(3), 434–59.CrossRefGoogle Scholar
Serafini, E. J., Lake, J., and Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26.Google Scholar
Shehadeh, A. (2012). Introduction: Broadening the perspective of task-based language teaching scholarship: The contribution of research in foreign language contexts. In Shehadeh, A. and Coombe, C. A., eds. Task-based language teaching in foreign language contexts. Amsterdam: John Benjamins, pp. 1–22.Google Scholar
Van Avermaet, P. and Gysen, S. (2006). From needs to tasks: Language learning needs in a task-based approach. In Van den Branden, K., ed., Task-based language teaching in practice. Cambridge: Cambridge University Press, pp. 17–46.Google Scholar

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Further Reading

Long, M. H. (2005), ed. Second language needs analysis. Cambridge: Cambridge University Press.Google Scholar
Serafini, E. J., Lake, J. B., and Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26.Google Scholar
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Further Reading

Ellis, R., Skehan, P., Li, S., Shintani, N., and Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press, Chapters 6–7.Google Scholar
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Further reading

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References

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Further Reading

Granena, G. (2008). Elaboration and simplification in scripted and genuine telephone service encounters. International Review of Applied Linguistics, 46(2), 137–66.Google Scholar
Long, M. H. (2015). Analyzing target discourse. In Long, M. H., Second language acquisition and task-based language teaching. Oxford: Wiley Blackwell, pp. 169–204.Google Scholar
Long, M. H. (2020). Optimal input for language learning: genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53(2), 169–82.Google Scholar
O’Connell, S. P. (2014). A task-based language teaching approach to the police traffic stop. TESL Canada, 31(8), 116–31.Google Scholar
Oh, S.-Y. (2001). Two types of input modification and EFL reading comprehension: simplification versus elaboration. TESOL Quarterly, 35(1), 69–96.Google Scholar

References

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Further Reading

Chaudron, C. J., Doughty, C. J., Kim, Y., Kong, D.-K, Lee, J., Lee, Y.-G., Long, M. H., Rivers, R., and Urano, K. (2005). A task-based needs analysisof a tertiary Korean as a foreign language program. In Long, M. H., ed. Second language needs analysis. Cambridge: Cambridge University Press, pp. 225–61.Google Scholar
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Hillman, K. and Long, M. H. (2020). A task-based needs analysis for US Foreign Service Officers, and the challenge of the Japanese celebration speech. In Lambert, C., and Oliver, R., eds. Using tasks in diverse contexts. Bristol: Multilingual Matters, pp. 123–145Google Scholar
Long, M. H. (2005). Methodological issues in learner needs analysis. In Long, M. H., ed. Second language needs analysis. Cambridge: Cambridge University Press, pp. 19–76.Google Scholar
Long, M. H. (2015). Analyzing target discourse. In Long, M. H., ed. Second language acquisition and task-based language teaching. Oxford: Wiley Blackwell, pp. 169–204.Google Scholar
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