Task-Based Language Teaching in Foreign Language Contexts -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Preface -- Foreword -- References -- Chapter 1. Introduction -- Introduction -- What is a foreign language context? -- Factors and problems associated with educational settings in EFL contexts -- Institutional factors -- Teacher factors -- Student factors -- An overview of the book -- Concluding remarks -- References -- Section I. Variables affecting task-based language learning and performance -- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners' oral production -- Introduction -- Task complexity and L2 task performance -- Task performance and attentional capacity -- Previous studies on the effects of planning on L2 performance -- Previous studies on the effects of inherent task characteristics on L2 performance -- Research aims and hypotheses -- Methodology -- Participants -- Tasks and procedures -- Data analysis -- Results -- Analysis by global measures -- Analysis by specific measures -- Discussion -- Conclusion -- References -- Chapter 3. Measuring task complexity -- Introduction -- Investigating task complexity and proficiency -- Previous research on ± elements and ± reasoning demands -- Measuring task complexity -- Research questions -- Methodology -- Participants -- Materials -- Tasks -- Procedure -- Production CAF measures -- Statistical analysis -- Results -- Research Question 1: Perception of task difficulty -- Research Question 2: Impact of task complexity on L2 production -- Summary of results -- Discussion -- Research Question 1: Effects of L2 proficiency on the perception of task difficulty -- Research Question 2: The impact of L2 proficiency on performance -- Limitations and conclusion -- References -- Appendix A -- Appendix B.

Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners -- Introduction -- Modality of language production and accuracy -- Research questions -- Method -- Context and participants -- Tasks -- Data collection procedures -- Accuracy measures and coding of data -- Analysis of data -- Results -- Accuracy -- Students' priority ordering of grammar, vocabulary, and organization -- Discussion -- Pedagogical implications -- Limitations of the study and directions for further research -- References -- Appendix A -- Appendix B -- Appendix C -- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting -- Introduction -- Theoretical framework -- The study: Setting and task -- Method -- Participants -- Task conditions -- Materials -- Procedure -- Analysis of data and scoring -- Results -- Overall language proficiency and vocabulary knowledge -- Recall -- Vocabulary acquisition -- Discussion -- Conclusions and implications of the study -- Pedagogical implications -- Implications for future research -- Acknowledgement -- References -- Appendix -- Chapter 6. Task structure and patterns of interaction -- Introduction -- Research into task interaction -- Methodology -- Context -- Participants -- Tasks -- Data collection procedures -- Coding and analysis of data -- Results -- Reasoning-gap activities (Tasks 1-3) -- Information-gap tasks (Tasks 4-6) -- Opinion-gap tasks (Tasks 7-9) -- Discussion and implications -- Classroom applications -- Limitations and suggestions for further research -- Conclusions -- References -- Appendix 1: Task 3 -- Appendix 2: Task 6 -- Section II. Implementation of task-based language teaching -- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China -- Introduction.

Communicative, task-based language teaching in China -- Task-based interaction in the classroom and SLA -- The study -- Methodology -- Participants -- Instructional setting -- Data collection and coding -- An episode of error treatment -- Definitions of feedback types -- Definition of types of uptake -- Results -- Frequency of feedback -- Frequency of feedback according to linguistic category -- Responses to feedback -- Discussion -- Characteristics of task-based interaction in the current study -- Factors affecting frequent classroom interaction -- Conclusion and implications of the study -- Limitations and suggestions for further research -- References -- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom -- Introduction -- Incidental learner-generated focus on form -- Research in foreign language contexts -- Sociocognitive influences on FOF -- The study -- Context and participants -- Data collection and analysis -- Results -- Descriptive quantitative data -- Case study: Sociocognitive influences on FOF -- Background information -- Keita and Nao (OP1) -- Sociocognitive aspects of the interaction -- Keita and Ken (OP3) -- Sociocognitive aspects of the interaction -- Discussion -- Conclusion -- Acknowledgements -- References -- Chapter 9. Qualitative differences in novice teachers' enactment of task-based language teaching in Hong Kong primary classrooms -- Introduction and background -- Task-based language teaching in Hong Kong -- Task complexity/difficulty in task design and task implementation -- Managing demands -- Research question -- Method and data collection -- Teacher participants -- Tasks -- Data collection -- Data analysis -- Findings -- Strategic use of visual support to manage task demands -- Contextualizing input -- Simultaneous attention to task demands and progression in complexity.

Provision of scaffolding through task sequencing and adjustment of task variables -- Creating conditions for noticing form and salient features -- Creating conditions for restructuring to occur -- Students' work -- Discussion -- Interweaving focus on form and on meaning -- Scaffolding by interweaving task demands and task sequencing -- Creating conditions for noticing form and salient features -- Creating conditions for restructuring to occur -- Conclusions and implications -- References -- Appendix A -- Appendix B -- Appendix C -- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context -- Introduction -- Task-based language teaching in a Korean EFL context -- Computer-assisted language learning in a Korean EFL context -- The study -- Method -- Participants -- Procedures -- Data analysis -- Results and discussion -- Students' reactions -- Teacher's reactions -- Conclusion -- References -- Appendix A -- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela -- Introduction and context of the study -- TBLT in EFL settings and authentic, purposeful communication -- Purpose and rationale of the study -- The study -- Participants -- Research questions -- The project-based task -- Pre-task: Planning -- Task: Oral report -- Post-task: Review -- Assessment and evaluation -- Data collection -- Procedure of analysis -- Findings -- Areas of reported teaching and learning improvement -- Language abilities -- Strategy development for learning and teaching -- Student perceptions towards the project-based task -- Peer assessment -- Discussion -- Implications of the study -- Constraints of the study and conclusion -- References -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E.

Chapter 12. Task-based language teacher education in an undergraduate program in Japan -- Introduction -- Policy background -- Rationale -- The integrated English seminar: Approaches to TESOL -- The present study -- Methods -- Participants -- Procedures -- Results -- What outcomes do participants say they gained through each of the teaching tasks? -- What do classroom discussions suggest about the nature of practical knowledge gains? -- How do seminar participants' attitudes toward task-based language teaching compare with those of their peers? -- Summary and conclusions -- Acknowledgements -- References -- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan -- Introduction -- A formative assessment cycle in TBLT -- An empirical investigation of a formative assessment cycle in a Japanese context -- Method -- Participants -- The task -- Materials -- Procedure -- Analysis -- Results -- The application of the assessment criteria -- The range of student competence to deliver a powerpoint presentation -- The difficulty level of the task requirements -- The holistic "call to action" evaluation -- A more refined account of students' task performances -- A discourse analysis of student FDX2's task performance -- Discussion -- Conclusion -- References -- Appendix A -- Appendix B -- Appendix C -- Chapter 14. Language teachers' perceptions of a task-based learning programme in a French University -- Theoretical background and context of the study -- Introduction -- Managing resistance to change in the French context -- Rationale for the TBLT programme -- Programme design -- Redefinition of the teacher's role -- Empirical study -- Aims of the study -- Methods -- Participants -- Interviews -- Results -- Main themes reported by teachers -- Beliefs about second language acquisition.

Teachers' beliefs about their pedagogical roles.