Communication-oriented language teaching: Where are we now? Where do we go from here?
By W. Littlewood. Language Teaching, 2012
155 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/c4920baf92cd10c95197b0f275fc2f01b1083b92
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Language Learner Engagement During Speaking Tasks: A Longitudinal Study (2020, background): “Littlewood (2014), for example, listed several potential problems of adopting a pure TBLT approach in the Chinese context, such as large class sizes, students’ excessive use of their first language (L1) during task performance and teachers’ traditional belief of viewing language teaching as a…”
- Towards a modular language curriculum for using tasks (2019, methodology): “Finally, I reiterate the arguments advanced by Brumfit (1984) and Littlewood (2014) that cognizance must be taken of the constraints imposed by the educational context and that in some contexts it may be easier to implement a task-based if it is supported by a structural component.”
- ‘I’m still not sure what a task is’: Teachers designing language tasks (2016, methodology): “…professional development, TBLT, teacher education I Introduction Task-Based Language Teaching (TBLT) is viewed as a development within the Communicative Language Teaching movement (Littlewood, 2014), having been described as the ‘strong version’ of this approach (Larsen-Freeman & Anderson, 2011).”