"A comprehensively revised edition of Designing tasks for the communicative classroom"

Includes bibliographical references and indexes.

Chapter 1 : What is task-based language teaching? -- Introduction and overview -- Defining ‘task’ -- Broader curricular consideration -- Communicative language teaching -- Alternative approaches to syllabus design -- Experiential learning -- Policy and practice -- The role of the learner -- Conclusion -- References

Chapter 2 : A framework for task-based language teaching -- Introduction and overview -- A framework for task-based language teaching -- Syllabus design considerations -- Developing units of work -- Seven principles for task-based language teaching -- Conclusion -- References

Chapter 3 : Task components -- Introduction and overview -- Goals -- Input -- Procedures -- Task types -- Teacher and learner roles -- Settings -- Conclusion -- References

Chapter 4 : An empirical basis for task-based language teaching -- Introduction and overview -- Early psycholinguistic models -- Interaction, output and the negotiation of meaning -- Task difficulty -- Conclusion -- References

Chapter 5 : Focus on form in task-based language teaching -- Introduction and overview -- Theoretical and empirical issues -- Focused versus unfocused tasks -- Consciousness-raising tasks -- Procedural language -- The place of a focus on form in an instructional sequence -- Focus on form in the communicative classroom -- Conclusion -- References

Chapter 6 : Grading, sequencing and integrating tasks -- Introduction and overview -- Grading input -- Learner factors -- Procedural factors -- Task continuity -- Within-task sequencing: the information gap -- Topic-based / theme-based instruction -- Content-based instruction -- Project-based instruction -- Conclusion -- References

Chapter 7 Assessing task-based language teaching --
Introduction and overview -- Key concepts in assessment -- The purposes of assessment -- Self-assessment -- Techniques for collecting assessment data -- Criteria for assessing learner performance -- Conclusion -- References

Chapter 8 : Tasks and teacher development --
Introduction and overview -- The self-directed teacher -- An in-service workshop -- Evaluating tasks -- Creating tasks -- Conclusion -- Postscript -- References

Appendix A : Approaches and methods – an overview

Appendix B : A unit of work based on the six-step procedure presented in Chapter 2

Appendix C : A unit of work based on the task/exercise typology in Chapter 5

Appendix D : Graded activities for the four macroskills

Appendix E : Common reference levels: self-assessment grid

"The field of task-based language teaching has developed considerably since the publication of Designing Tasks for the Communicative Classroom (Nunan, 1989), a book which helped to set the research agenda in teaching methodology for the following decade. While Designing Tasks underpins this new title, the material has been thoroughly updated and includes four completely new chapters. Task-Based Language Teaching offers a comprehensive and up-to-date appraisal of the field." / "Le domaine de l’enseignement des langues axé sur les tâches s’est considérablement développé depuis la publication de Designing Tasks for the Communicative Classroom (Nunan, 1989), un livre qui a aidé à établir le programme de recherche en méthodologie d’enseignement pour la décennie suivante. Bien que Designing Tasks sous-tend ce nouveau titre, le matériel a été entièrement mis à jour et comprend quatre nouveaux chapitres. Task-Based Language Teaching offre une évaluation complète et à jour du domaine."