The book introduces a promising approach to language teaching. It uses carefully designed language learning tasks that have the potential to motivate learners to get involved. The book discusses current research on tasks and presents appropriate classroom language learning procedures. It recognises the fact that the coursebook is a basic feature of language learning in most EFL contexts and demonstrates how it can become more task-supported. In diesem utb wird ein neuer, stark diskutierter Ansatz für den Fremdsprachenunterricht vorgestellt. Es geht darum, Lernaufgaben zu formulieren, die helfen, Schüler zu motivieren, sich aktiv einzubringen. Die Leser werden über den aktuellen fachdidaktischen Erkenntnisstand zum Thema und konkrete Unterrichtsgestaltungen informiert. Dass das Lehrbuch im Englischunterricht immer noch eine zentrale Rolle spielt, findet bei diesen Überlegungen angemessene Berücksichtigung.

Prof. Dr. Andreas Müller-Hartmann lehrt an der PH Heidelberg.

Basis 1 Task: What is it? Definitions Classifications Task Example and Task Features 2 Task: In what way do tasks support language acquisition? Results of Language Acquisition Research Results of Practitioner Research Task Examples based on different LAQ approaches 3 Task: How they support Intercultural Communicative Competences Definition of ICC Developing ICC via tasks Task Examples and Process Report to illustrate developing ICC Task as Workplan and Integrated Skills Development 4 The TBLL Framework Structuring a TBLL based teaching unit Task Dimensions: Designing / Evaluating Tasks Task Types Task Demands / Task Support 5 Tasks and the Productive Skills Principles for task-based speaking / writing Task types Illustrating task examples 6 Tasks and the Receptive Skills Principles for task-based listening / reading Task types Illustrating task examples 7 Tasks and Subskills: Lexico-Grammar Research into Grammar and Task / Vocabulary and Task Principles for Task-Based Grammar / Vocabulary Learning Tasks Task Examples for developing the lexico-grammar 8 Task Complexity: From Single Tasks to Projects Different Project Types (encounter, media-based, literature-based etc.) Task sequence Task as Process 9 Teacher and Learner Roles Research on teacher roles Research on learner roles Task demand, task support, task products Task and Related Issues 10 Assessing Task Process and Task Outcomes Principles for Appropriate Assessment Types of Assessment Assessment Examples 11 Evaluating Course Books Criteria for evaluating the quality of tasks in course-books Teaching Task-Based with a Course-Book 12 Tasks at Various Language Learning Levels Developing skills at primary level Developing skills at intermediate level Developing skills at advanced level à How to develop one topic through the different levels