• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Newton, Jonathan (44)
    • Holmes, Janet (5)
    • Newton, Jonathan Mark (5)
    • Dao, Hao (4)
    • Joe, Angela (4)
    • Yeo, Marie Alina (4)
    • Adams, Rebecca (3)
    • Boers, Frank (3)
    • Daly, Nicola (3)
    • Holmes, J. (3)
    • Marra, Meredith (3)
    • Nguyen, Bao Trang Thi (3)
    • Riddiford, Nicky (3)
    • Vine, Bernadette (3)
    • Crabbe, David (2)
    • Kennedy, Graeme (2)
    • Macalister, John (2)
    • Stubbe, Maria (2)
    • Beaton, Alan (1)
    • Broeder, Peter (1)
    •   more
  • 
    Year
  • 
    Medium
  • 
    Type:
    
    • Article (31)
    • Book (18)
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 21 – 40 of 49 21 Theatre as TBLT: The implementation of theatre in a high school EFL Oral Communication course in Japan Reid, Robin David. - : Victoria University of Wellington, 2015 Abstract: Task-based learning and teaching (TBLT) has garnered growing interest from educators in EFL contexts around the world, particularly in East Asian classroom contexts such as Japan where prominent entrance examinations can exert a strong influence on pedagogy (Wada, 2002; Stewart, 2009). Aiming to increase communicative practice during class in such contexts, implementation of TBLT has yielded mixed results and some have questioned the ability of TBLT to achieve its objectives given the institutional constraints present in those contexts (Carless 2004, 2007, 2009; Butler 2011; Sato 2010, 2011). Most of these studies explore pedagogical tasks of a more conventional nature and overlook how holistic activities from other disciplines outside of language teaching can function as legitimate examples of TBLT. The current study nominated theatre as one such holistic activity and examined the implementation of theatre as a form of task-based pedagogy, following the study of Carson (2012). The theatre tasks were designed to fulfil the criteria for creative tasks, as described by Willis (1996) and the present study investigated to what extent theatre could promote language learning within such a task-based approach (e.g. Ellis 2003, 2009; Shekan 2003; Samuda & Bygate 2008). The main study was quasi-experimental in design and investigated whether two types of theatre tasks could function as viable instructional packages. The theatre tasks were either a theatrical adaptation of an existing story (Adapted Play) or an original story based on one of three provided themes (Original Play). These two tasks were distinguished by the different amounts of conceptual creativity that they required, with the Original Plays identified as more difficult due to their greater creative demands. Three aspects of these tasks were analysed: 1) the process of collaboratively devising a play; 2) the effects of task difficulty on the language produced in the task performance; and 3) the students’ reflections on their engagement with the tasks. The implementation of these tasks occurred during regularly scheduled Oral Communication (OC) classes at a high school in Japan. With a counterbalanced design, groups of six to seven students performed one of the tasks in the first study and then, after a period of ten weeks, performed the other task. Either task consisted of approximately 100 minutes of planning and rehearsal, spread out evenly over four class periods, and culminated in a staged performance during a fifth lesson. The data compiled for analysis was taken from audio and video recordings of both group work in class and the final performances of each group, as well as post-task surveys administered to each student individually after each study. The main findings of this analysis were: (1) students in the Adapted Plays produced more fluent and syntactically complex language while students in the Original Plays produced less complex but more accurate language; (2) the Adapted Plays featured more use of overt narration which influenced the fluency and complexity of those plays; (3) student reflections from their post-task surveys indicated that the collaborative element of the tasks increased intrinsic motivation for completing the task; and (4) less initial demands on conceptual creativity in the Adapted Plays appeared to free up time later in the process to compose longer stories, though the frequency and quality of language related talk did not differ noticeably between the two play types. Based on these findings, two points can be argued. Firstly, the Original Play tasks put increased demands on students’ conceptual creativity. In relation to this, the provided content of the Adapted Play tasks acted as an ‘embedded scaffolding’ (Shapiro, 2008). Secondly, theatre, envisioned as a creative task within a TBLT framework, satisfied the criteria for a task (Ellis, 2003) but raised issues regarding the constructs of planning and report found in the ‘task cycle’ of Willis’ (1996) pedagogical framework. Keyword: Task-based learning and teaching; Tasks; TBLT; Theatre URL: http://hdl.handle.net/10063/4165 BASE Hide details 22 The effect of input, repetition and metacognitive awareness on task performance in South Korean EFL classes Manning, Shaun Justin. - : Victoria University of Wellington, 2014 BASE Show details 23 Incidental Learning of Collocation Webb, Stuart; Newton, Jonathan; Chang, Anna In: Language learning. - Hoboken, NJ : Wiley 63 (2013) 1, 91-120 OLC Linguistik Show details 24 Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks Nguyen, Thi Bao Trang. - : Victoria University of Wellington, 2013 BASE Show details 25 Writing to learn via text chat: task implementation and focus on form Adams, Rebecca; Nik Aloesnita Nik Mohd Alwi; Newton, Jonathan In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 21 (2012) 1, 23-39 BLLDB OLC Linguistik Show details 26 Study Abroad and Its Effect on the Pragmatic Performance of English Requests by Hong Kong English Language Students Wai-Cook, Misty So-Sum. - : Victoria University of Wellington, 2012 BASE Show details 27 Teaching second languages for the workplace Newton, Jonathan; Kuśmierczyk, Ewa In: Annual review of applied linguistics. - Cambridge, Mass. [u.a.] : Univ. Press 31 (2011), 74-92 BLLDB OLC Linguistik Show details 28 An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam Ho, Si Thang Kiet. - : Victoria University of Wellington, 2011 BASE Show details 29 Applying linguistic research to real world problems: the social meaning of talk in workplace interaction Holmes, J.; Joe, Angela; Marra, Meredith. - : De Gruyter Mouton, 2011 BASE Show details 30 The Use of L1 and the TL in Focus on Form and Its Impact on Uptake, Noticing and Language Development Truong, Hong Hue Minh. - : Victoria University of Wellington, 2010 BASE Show details 31 Examining the Language Learning Potential of a Task-Based Approach to Synchronous Computer-Meditated communication Nik Mohd Alwi, Nik Aloesnita bt.. - : Victoria University of Wellington, 2010 BASE Show details 32 Designing research to track socio-pragmatic skills among professionally qualified workers Holmes, J.; Marra, Meredith; Newton, Jonathan. - : Applied Linguistics Association of New Zealand, 2009 BASE Show details 33 Interactions during teacher-fronted class time of English classes in a Chinese university Xie, Xiaoyan. - : Victoria University of Wellington, 2008 BASE Show details 34 Enhancing socio-pragmatic skills among professional qualified workers Holmes, J.; Joe, Angela; Marra, Meredith. - : Victoria University of Wellington, 2008 BASE Show details 35 New light on speech acts Pagin, Peter (Mitarb.); Shinzato, Rumiko (Mitarb.); Mooney, Annabelle (Mitarb.)... In: Journal of pragmatics. - Amsterdam [u.a.] : Elsevier 36 (2004) 5, 831-1005 BLLDB Show details 36 Expletives as solidarity signals in FTAs on the factory floor Daly, Nicola; Holmes, Janet; Newton, Jonathan... In: Journal of pragmatics. - Amsterdam [u.a.] : Elsevier 36 (2004) 5, 945-964 OLC Linguistik Show details 37 Expletives as solidarity signals in FTAs on the factory floor Daly, Nicola; Holmes, Janet; Newton, Jonathan... In: Journal of Pragmatics (JoP) 36 (2004) 5, 945-964 IDS Bibliografie zur Gesprächsforschung Show details 38 Face threatening talk on the factory floor : using authentic workplace interactions in language teaching Newton, Jonathan. - : AMEP Research Centre, 2004 BASE Show details 39 Articles - Options for vocabulary learning through communication tasks Newton, Jonathan In: ELT journal. - Oxford : Oxford University Press 55 (2001) 1, 30-37 OLC Linguistik Show details 40 Reviews - Oxford Introductions to Language Study: Sociolinguistics Newton, Jonathan; Spolsky, Bernard In: ELT journal. - Oxford : Oxford University Press 54 (2000) 3, 301 OLC Linguistik Show details Page: 1 2 3

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 11 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 5 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 1 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 1 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 33 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0