© 2013 Narr Francke Attempto Verlag 42 (2013 2 4 S TEFAN K ELLER * The future of the task concept - a look outside the box Abstract. In this chapter € # ! " % ! ! ! # # ! # + & 6 # ! ! " ! ! ! ' ! # > \ ! \ ! ! ! ! ! # + & € # ! ! ! ! # ! # “ ! ! | # # " - ! # % ^ ! ! \ % # j ! \ " ! # ! ! ! ! & 1. Introduction Ž ! # " j’ ! ! ! " ! ! ] ! ! " ! # j ! ! \ " # # ! # ! # " ! % & An # # ! " ! # ! j # #! and across social #! # " ! - # % -contexts ( & 6 ; +' / < '€{ [‰‰Y^  & ™ # ! ! - ! ! " -! # \ ! rning # " ! & +# is a case in point^ _ ! \ ! # ! # " Q _ # " # j ! ` " ! % ! ghts are applied to real- ! ! ` ! ! \ # ! ! # # ! # ! ! ` ! # ! " ! % # # ! ! # \ # % ! ! ! # ! ` ! # ! ! % % # " ! ! % # %\ # ! # # " ` ! # ! ! \ # & D € y' [‰X[^ ”}-” * Address for correspondence^ ƒ & * & Stefan D. K ELLER @ ! # ! ' % ! - % ] #\ + ! # \ +# \ ! ‡ }\ - 4‰ B + & E-Mail: s & ‹ %& Research areas: * ! # ! j ! \ ! # -centred assessment ! & The future of the task concept - a look outside the box [” 42 (2013 2 4 ! ! ! ! ! % ! # ! | actions and to ] ! | ! & > q +6 - 6 - > '' / y {+6 ! & ! ! % learning % learning ! ! ! \ # ! ! " ! ! _ ! ! ! ! # # & ! Ž ! ! - # ! # ’ +<@ {+ Q y> X””X^ Œ # " Ž ’ # < €6>+ [‰‰Œ^ •” & < # ! ! ! # ! ! ! \ # ! # # ! dent competences and also serve ! ! ! ! ] { + +6 / B +'*+6 [‰X[ & € % # ! ! ! ! ! ! ! ! ] ! # ! ! - ! & 2. Focus on holistic concepts of competence ! % # ! ! ! \ # ! ! # " % # # j ! #\ # ! “ ! |\ # ! -scale ! ! ! " ! ! ! \ # ! “! ! | “ " ! |& ' ! # # ! ! " manities # ! ! ! ^ ! ! ! # " ! " ! \ \ # ! & € ' ! \ ! # to % es # ! # ! & Instead Ž ! " ’\ % ! ! # Ž j ! ! - ! # ! # -‘ ! # ! % ! - ] ! ’ B ; $++ [‰X[^ X & $ ! # ! ! \ % ! ! # ! ! % # eloped involving ! ! ! ! ! \ ! ! \  ! \ " % m ! & $ ! ! " ! # ! ! \ ! % # Ž! ! ! ! ! ’\ ! ! Ž ! ! ! ! " ! % ! ’ * +6 [‰‰Œ^ XY & ! inside + ! % % # ! - ^ ™ ! # ! ! # ! ! ! and on # ! ! ! # _ ! ! & P €+ƒ y [‰‰Y^ •‰ & € € ! _ " ! % ! ! ! ! ! ! ! \ ! tasks ! # % # & > q +6 - 6 - > '' / y {+6 ! & € ! ! # ! \ _ ! ! ! # # ! q # ! \ ! # ! & % ! ! dents| " # Ž% ! " % #’ + [‰XX^ ”} & ! \ ! ! ! ! & ! means that learning tasks _ \ ! \ # % ! # " \ j & 30 Stefan Keller 42 (2013 2 4 ! ! ! # ! ! # ! ! a j % ole that ! ! ! ! \ # # ! ! ! ! ! ! ! ! & ! % ! # ! # # " ™ +€'+6 [‰‰X \ % # " ! ! ! # #! < -! ! & € \ ! ! # ! % ! # # " ! ! ! # ! ! # #! \ ! ! # % - ! ! # ! % ! ! " & % % # ! ! # ^ ! ! ! # ! ! # ! " # # ! # #! % ! " " ## j ! ! & #\ ! % ! # ! " ! ! % ! ! - ! & ƒ ! \ ! ! ! # % " ! " # # % " ! & ! -" ! # ! _ ! ! # % ! # ! " % ! \ # ! # ! ! " & € € ! ! _ ! \ ! ! ! # " % % ! & > q +6 - 6 > '' Q y {+6 ! & # ! ! # ! j- ! ! # \ # ] # ! # ! & ! # # them in j % ! # j ! & ! # + % ! ! ! Ž " ! ’ ! ! ! ! ! +<@ {+ Q y> X””X^ X & ™ % ! ! ! # # % ners " ! ! ^ % # \ j ! % # # \ - ! # # ! & ! Y & #\ % ! # " % ! ! ! ! # ! ! _ \ _ ! " - ! # ! # ! ! ! % # \ # % ! # ! # ! ! -! & * +6 X””^ X[[ & ! # # ! ! # # ! ! ! \ ! ! \ ! ! & # ! ! ! ! # ! ! & ! ! ! # " # ! ! % ! # ! | # # ! \ # ! # ! ! \ & & ! ! % ! # " ! & # # ] # ! ! ! ! ! - # # ! ! - ! & ! Œ & 3. Focus on meaningful contexts and real-world situations < # ! ! ! # ! # ! _ ! ! % # # ! # j % # # \ # # ! ! \ # ! # ! # & € ' s\ j \ Ž ’ ! " ! j \ " ! # # % & Corre- The future of the task concept - a look outside the box 31 42 (2013 2 4 ! # ! ! _ ! # ! ! ! #! _ ! ! # # ! ! ^ Ž ! ! ! ! \ # " ! ! # " ! ! # ! ! ! %! # - ! ! & ! " ! " # # j # _ ! % # & $ # " ] # ! ! \ ! " # # " ! " % # ’ „ +' +' X””^ Y[• & < # ! ! % ! % - ! ! % ! " " % ! # ! | # ! # # ! ! # ! # ! ! ! & ! ! _ Ž j *' ’ +€ ˜> '' 2011) is a ! & € ! ! ! ! ! % % ! # ! "! *' ! # ! ! # ! & ! % ^ 6 #- " # j # # # % # ! # ! ! # # "! the experiment # j # ! "! ! indeed DNA ! " ! # - # # Ž ! ’ % ! ! ! # " % # ! # ! # % # & j ! %! % ! # ! ! % hin a real- - j # ! " ! ! & ! ! # ! # ! % ! ! _ ^ ! ! \ # ! ! ! ! \ ! ! ! ! etc& ! ! savoir faire is then re-inserted in a ! j % ! # ! ! # # _ ! ! # ! ! & ™ - ! # ! \ ! "- ! ! ! # ! " # ! ! ! ! % # ! ! & ! ! ! - " ! % ! ! ! ! " # " ! - # #\ j -! #& ! # ! ! ! _ ! # “ % #| ! ! ! \ " ! # ! # ! # #! ! ! ! ! ! # ! ! tent-! % # \ ! ! & € $ \ ! ! ! ! ! # " # #& N UNAN (200Œ^  proposes three ! ! ! ! ^ ! & & # " ! \ \ ! ! ` ! ! & & j \ j \ # ` # j ! \ & & ! ! ! ! # " expanded and # ^ ™ #! " ! # ! # ! # ! ! ! \ # % ! % _ " % › # ! " # % j ! ! # ! ! % " # tested& € ! ! # ! j " ! % # % e “ ! | # " ! # # _ ! ! & An example + ! ! # " { + +6 [‰XY" \ % ! # ! ! # % # # Ž # ! ’ + ! & ! ! ! # #! ! % # # ! #\ ! # ! ! % ! ! ! # ! ! \ ! ! -image as speakers and " % ! 32 Stefan Keller 42 (2013 2 4 % & $ ! # ! ! ! \ ! ! _ % ! # # % ! # ! ! % # # # # ! " ! ! ! # #& ! # # ! ! " j ! > { €'< \ Barack y $ > ! ! # ! & \ # # ! ! \ # eer and teacher #" # delivered their speech in ! ! & ! ! ! _ ! # ! # ! | - ! " ! # ! ! # ! % had " “ # | ! % ! ! & \ ! # ! ! ! # ! ! " - ! ! + ^ First\ " ! - ! ! " ! # " ! " ! "- ! \ ! ! # " # sequences ! ! & A ! ! Ž! ’ ! ! ! # % #! j # ! ! \ ! # & P I+ƒ y [‰‰Y^ ” & ! ! # " # % ! # # # -goals& 6 ! goals in- ! # ! " ! # ! | ! % # # ! ! making& Second\ ! ! ! ! # ! dling ! ! - % ! ! ! ! \ ! - ! ! ! _ ! " ! ! j & 6 \ ! # " # ! ! " # # % j " ! ! ! # % ! ^ ## ! ! #! \ % ! # ! " ! " & ™ addressing a pot \ # # % # j \ ! # # ! % " # # ! ! ! & j _ ! #\ ! " \ ! ! # \ ! ! " & ! ! ! ! ! # [- - & Third\ % % # # ! - ! % # #& € \ all l ! ! ! \ ! % \ ! ! " # # ! % # " ! & # ! ! % # # ! # " # % ccept the pre-! ! ! # ! ! ^ ƒ # ! \ ! \ ! # ! ` \ \ ! # # #! & ! # ! ! #|! # \ ! # ! " ! ! " [ ! ! \ so ! ! % # ! % ! & Fourth\ ! ! - #\ " ! ! \ ! # # ! # ! ! [ # ! ! ! # ! & < ! ! ] # % ! ! s # % ! ticipating and meeting relevant # j ! ( & ; '* [‰‰}^ XŒ” & " ! ! The future of the task concept - a look outside the box 33 42 (2013 2 4 inc # ] ! \ organizational # # ! ! " ! ! ! # % & ! # " ! # ! # ! # the ! j ! ! ! these ! # ! % ! & Fifth\ ! % # ! ! # ! ! ! % #! ! “ | # % #& > " " % # " ! # # % ! & +! itera j ! ! # ! # ! & ! # ! ! ! % # # ! - ! # ! # # ! # & ! d long tradi- ! ! + \ ! # ! # ! | % j ! ! ] # N q''€'< / @6{ >ƒ [‰‰• & ! # ! " ! % ] # % ! # # ] # ! # ! # " " " into the & ! # % ! “ | # “ | # ! \ ! # & are among the " ! # ! ! ! # & 4. Focus on learner potential and contributions ! ! # ! ! ^ ! # ! ! ! ! " ! " ! \ as active sense- ! # ! % " % # ! \ ! # % #- %s to the classroom ( & +<@ {+ / y> X””X^ X & ! " % + # ' ! & € ! " ! # ! ! ! #^ ! | ! # ! # ! ! ! % ` provide ! % j ! # ! % ! # " % ! " ` % " % ` # ! ! # ! ` " " ! # # ! ! ! # ! % ! # j ! ` # - #" D € y' [‰X[^ ” & + ! # ! ! ! ! ! ! ! # ' ! & * +6 [‰‰Œ^ X ! % # ! # ! | ! - ! ! ! ! & & # # ! # % - ! ! \ % ! ! ! ! ! #\ # " -than-expecte# ! & # ! ! ! # ! ! # ! ! ! ! ! # ! | % ! ! ! j ! " % " ! ! ! # % ! & \ ! to # ! % + & ' ! # ! ! " # % #! # -% # ! \ ! # ! ! # ! ! ! % personal & Ž ! ! ! ! ’ are a case in 34 Stefan Keller 42 (2013 2 4 point\ % ! # ! ! % ! ! % % on (thematic ! # % ! ! # ! & ! ! ! # take ! - # ! | needs and interests \ " ! ! and creative potential& ! " ! _ ! " # ! # # ¥ ! % ! & P €+ƒ y 2003^ Œ & $ ! # ! ! ! % \ ! ! # j ! ! dent ag \ ! # ! & " ! ! - ! " ! % ! # ! # ! " ! ! ! & ! j ! \ # ! # ! ! learning can lead to increased intrinsic motivation ( & D + € / 6 YAN X” & \ ! # ! | j ! % # ! ! # ! % " ! # “ | % # & € ! #! # ! teachers # # % ! ! Ž # ’ & * ! ! ! # " ! # " # ! # ! & + [‰XX^ }Y & It ! ! ! # ! | ! ! # ! \ their striking ideas\ % ( & { + +6 [‰XY ^ [X & " ! - % # ! # ! " ! # # ! ^ ! ! ! ! ! ## " ! X X‰‰\ ! ! # _ & > ! \ " % ! % ! ! % & # ! # ! ! % ! \ % ! ! % # ## ! \ ! ! & ! # X§[§Y§Œ &\ ## # X § X‰‰\ [ § ””\ Y § ”\ &\ % ‰ j X‰X ¨ ‰‰& " % ! - # < ! ! & ! # " " \ ! ! ! " ! #^ ! ! ! # ! # ! % ! ! # - " ! # # ! ! ! \ ! % # ! & ! % ! ideas ! ! ! " < ! ! \ % # ! % j ! ! ! ! " # in the ! & * ! ! ! ! - ! ! ! % # ! |! # - ! % ! # # ] # & y # ! ! \ \ ! % ! # ! ! # ! \ # - % ! " ! # # # " #& ! Ž j ’ > +6 +6 / € + y' 20‰}^ ” % ! " ! % |! # ! & |! ! ! # ! # % ! # ! \ ! % # % # " # ! ! " # " % # # # - # % ! & " #&^ X & ! -" ! # + ! # " " ! # ! ! % ! ! ! \ ! \ ! # # ologies thr ! ! ! j # & > q +6 - 6 >ANN / y {+6 ! & ™ # ! ! + % # ] ! " ! to % ! " # ! ! " & ! ! ! # " The future of the task concept - a look outside the box Y 42 (2013 2 4 # ! \ ! ! # % ! ! - # ! # ! ! & {+ ' / F y6 +6 [‰‰X^ XY & ! ! ! # " " " ! ! # |! # _ % ! ! ! % # - # & 5. Focus on assessment ! ! ! ! ! ! ! # raditional aspects & € + \ ! ! ! # " ! ! & + >{+  &‘ [‰‰^ Y}Y & ! \ ! % # # ! ! ! ! ! ! ! # % & { + +6 [‰XY ^ XX & ! ! # ! ! %! + ! ! # # ! ! # ! ! ! ! ! # ! # # \ # # ! # ! & % \ he alignment " % # ! ! ! ! ! # ! # ! ! & # # ] # ! ! ! " ! # ! % ! " ! # # ! ! ! ! ! " " & # - \ % \ ! % ! # # # ! ! m realities& are ! " # ! # ! ^ ! ! ! % ! ! - " % ! #! ` ! ! ! ! ! % j # ! % ! ] ! \ -orderi ! & # # ! \ \ ! ! ! & $ ! # " #% # ! "- " % ! ^ ™ ! # " # # % tences that “do no |› € \ j \ # ! ! # ! ! Ž # ’ # % ! " ^ & YX \ " ! ! ! ! # ! - ! $ & € " # # ! % ! " # ! # ! ! ! ! ment- #\ % # ! % ! ! ! ! ! to complement the tests& P s are one example\ # # ! s ! ! # ! % ! "! # # # % # - ! # ! & ƒ ! # task-" ! # " ! - can accommodate # ! # ! ! ! ess ! \ ! \ ! ! \ d % ! ! ! % "! ! \ " ! \ # ! \ # ! & ` % % # ! " # #\ # " # ! ` ! % context % % ` # \ ! # % ! # ! ! # #" % ` Y• Stefan Keller 42 (2013 2 4 % ! # ! ! % ! % " % % % ! \ % % % #! # % % " ! ! ! ! # ! # ! ` % ! " # % j ! # ! ! " % # # \ ! \ ! # j ! \ & ( & { + +6 [‰XY ^ XY} & $ ! # # ! # ! ! ! ! \ % seeking a read- ! | j # # - ! ! ! ! & ! ! ! ! ! # # ! # ! \ " # ! # ! & # !  # % ! ! # #! % ! # ! \ " ! ! # #! ! " ! ! # ^ ™ #! ! " # " › $ ! ! \ ! ! ! ! # for ! # ! \  ! " & €<<€' [‰‰ & € ! " # ! ! ! ! ! ! \ % \ % _ ! ! ! " ! ^ Planning and Context Communication Organization Are there clear and ! ! › ! ! ! # # ! # # # # › # ! # # ! # # ! # " ! # ! ! ! › Can learners take ! ! " ! › Is there # " # › ! ! # assessment and appreciated % # j › €! ! ! #› Is there on- #" " ! ! # _ ! › ! _ ! ! "! _ › Table 1^ ! ! ! ! ! ! # ! ! ! ! " ! # €NP 2010) ™ ! j ! - # \ ! % # _ ! % ! ! ! ! % ! ! \ # & y #\ % % % ! # - ! & y \ % % # ! # ! | ! \ % & " ! % # % ! # ! ! ! # #! % j ! % ! ! ! & < # ! # #! # - " ! \ " ! \ # # " the v " # ! ! ! ! !  # ! mance& ! ! ! # ! ! \ ertain ! ! _ " ! # ! ( & * +6 X”” & € % “ # ! ! |\ these # ! The future of the task concept - a look outside the box Y} 42 (2013 2 4 linking # ! " % ! ! % ] \ ! # - ! ! # " ! " j ! ! ! # - |! #! & { + +6 [‰XY" & ! ! " ! ! ! ! ! " ! % #\ % ! ! ! # #! \ ] # # # ! # " # # ! ! " % # ! _ - & €<<€' [‰‰^ X}Y & y ! # ! ! ! ! \ these criter " ! j # ! ! ! ! ! # # % # tain ! # #! " & + ! ! ! ! ! ! " \ % \ ! # ! j # # ! ! & ™ ! # ! % j " ! # \ % " ! \ ! % ! " " \ \ & $ % j \ ! !  “ # ! ! | _ # # ! # ! ! ! " & * j ! \ ! # ! # ! # ! % ! ! ! ! # " # #& ! ! # " " # % # j # ^ \ ! # ! & y ! \ % \ # ^ ! % ! ! \ ! # " ! \ % % ! ! ! & € ! ! ! ! ! # ! # |! % ! " ! ! j # " \ ! ! ! ! ! \ # ! ! # |! ! -  % # # #& ! ! " ! " all ! ! " ! \ ! ! ! ! ! ! " # # " ! \ & & " ! ! ! % are # # &  # ! % ! \ ! ! " \ ! % are Ž - " ’ # ! appraisal ( & * +6 X””^ XYŒ & 6 cards or grading sheets ! # % ! ! ^ y % #! % ! # #! " \ # % ! # j # ! ! # # & { + +6 [‰XY ^ X[ & ! ! ! ! ! # ! ! ! that certain contex- ! # " & € # #\ j " ! # _ ! ! ! ! & € ! \ ! ! # # # " # ! % ## % # ! # ! ! ! % & # _ # ! # " ! # ! \ % \ ! ! ! ! ! ! ! & ! - ! # ! # % ! ! \ # ! interpretations ! " # ! " # % & > y X””Œ^ X‰ & ! ! ! ! ! # ! % ! % # " " j % ! ! ! ! ! # " % ! " ! # # j # j # & j- % # " ! ! % ! ! that  # ! ! ! \  ! - Y Stefan Keller 42 (2013 2 4 % ! & * +6 X””^ XY & # ! _ # ! ! \ # # ! ! ! ! ! # ! # ! ! " _ & ! # ! \ % \ # ! ! ! ! ! ! ! “! " |\ ! % # ! j & € \ ! ! ! # |! " ! ]] " ! # " ! ! " # & > y X””Œ^ X[ & € # ! # ! # ! ! # \ # - " \ # # # ! # # " ! ! \ ! ! # # ! "! _ actions a  ! #& 6. Outlook ! % # ! " # ! % % ! # ! ! ! % ! ! & * +6 [‰‰Œ & > \ ! ! ! the chance to discover % # ! ! r % ! ! # ! & > q +6 - 6 > '' / y {+6 ! & ! ! - ! # ! \ ! " ! # ! # ! " ! ! % ! ! # ment ( & { + +6 [‰XY" & ™ -# # # # # competence mod- ! # ! ! # " ! # # ! # ! appropriate ! ! learning and assessment& # ! ! ! ! a " ! ! assessment " ! ! # ! | % & € j \ % # ! # ! # % ! % ! ! # ! ! j % ! % ! ! ! & < " ! ! ! “% “ or “speaking|\ # # j \ j # ! ! ! ! % & € ! #\ % # ! ! ! ng and seek to # ! # % ! ! % ! # ! | ! ! # j ! # ! ! & € ! % ! j ] # _ ! ! % ! " % " ! ! ! # ! _ ! j ! ! ! “! |\ “% | “ |& \ ! # ! ! ! % \ % # # " \ ! ! # ! ! & ! # # \ " ! # ! # ! % % ! ! - al- - % # ! ! " # ! ! # ! ! - ! & ! ! # "! ! # ! ! % % ! ! ! \ " ! ! ! ! ] & Innovation in the # ! # ! ! # ! ! \  ! ! ! ! # & > q +6 - 6 > '' / y {+6 (in ! # ! action-research settings % " ! _ j %! ! ! " ! - The future of the task concept - a look outside the box Y” 42 (2013 2 4 ing- & y ! ! ! # # # ! ! - ! ! " ! #\ ! ! ! ! & ! # " "  # % # #! ! ! ! ! # ! # # ! ! ! % ! ! ! # _ ! ! & +_ \ ! ! ! ! ! # " # ! ! # " % ! | # ! # ! |  ! ! " \ # - ! ! & # # ! # ! # % ! ! ! # # ! \ ! ! ! # ! ! ! " ! # “ |  ! & ! ! % # ! % traine ! % ! ! ! ! ! % #! % ! % ! " " # % #& ! ! % ! ! # ! # #! \ % # -made ! # # ] # ! & € ! % # # ^ ! # # ! ! \ # ! # ! ! \ ! # % & Literature B ; $++ \ 6 ™& [‰X[ ^ Ž # # ’& € ^ < 6 $+6 - { ; $@6˜ / ˜ +; +6 #! & \ Œ”-••& D + € \ +#% # & Q 6 YAN \ 6 # >& X” ^ Intrinsic Motivation and Self-Determinaton in Human Behaviour& ' % ; ^ ƒ & D € y' \ „& [‰X[ ^ Ž ! \ + # +# ^ % #! 6 ! > € # # ! ’& € ^ < 6 $+6 -{ ; $@6˜ Q˜ +; +6 #! & \ }-X‰[& < €6>+ \ 6 [‰‰Œ ^ [Sich] Aufgaben stellen& ] ^ { & < 6 $+6 -{ ; $@6˜ \ 6 Q ˜ +; +6 \ " #! & ^ Science, Environment, Health. Towards a Renewed Pedagogy for Science Education& * # \ # " ^ & + \ ™ [‰XX ^ Lernen fördern Englisch. Kompetenzorientierter Unterricht auf der Sekundarstufe 1. ] ^ { & +€ ˜> '' \ [‰XX ^ Ž " % ! ! ! - ! @ ’& € ^ { + +6 / B +'*+6 #! &)\ [[•-[ŒY& + >{+ \ # ! Q + >{+ \ Q 6 *+6 \ # -™ Q ™ <'+6 \ ™ Q N y * \ <ˆ er / 6—*+6 \ { # [‰‰ ^ ŽAlltagspraxis des + ! ! ’& € ^ *+ € { y' y6 €@> #& ^ Unterricht und Kompetenzerwerb in Deutsch und Englisch. ™ ^ $ ]\ Y}X-YX& ; '* \ { [‰‰} ^ Ž< # ^ \ # [ % ! ’& € ^ Journal of Second Language Writing 1•\ XŒ-X•Œ& I NP - I ' +6' €y' + N + ˜™+6{ P y6 y €y 6$+€ [‰X‰ ^ Was gehört zu guter Portfolioarbeit? €'ƒ^ $ & „ +' +' \ $ X”” ^ Ž # % # ’& € ^ C y ª@ y@' \ *& / < y ˜ \ {& Q ++ ' \ >& / > 6 \ $& #! & ^ The Proceedings of the Inaugural National Health Promoting Schools Conference& < ^ * @ ! & { + +6 \ [‰XY ^ Kompetenzorientierter Englischunterricht. $ ^ ! & 40 Stefan Keller 42 (2013 2 4 { + +6 \ [‰XY" ^ Integrative Schreibdidaktik Englisch für die Sekundarstufe. Theorie, Prozessgestaltung, Empirie& ˆ" ^ ' & { + +6 \ Q B +'*+6 \ @ #! & [‰X[ ^ Aufgabenkulturen. Fachliche Lernprozesse herausfordern, begleiten, reflektieren& ] ^ { Q{ & +<@ {+ \ > Q y> \ % # X””X ^ Process and Experience in the Language Classroom. # ^ ƒ ! & > +6 +6 \ ' Q € + y' \ { [‰‰}): Dialogue and the Development of Children’s Thinking& # ^ 6 # & > y \ ƒ X””Œ ^ Ž " # % " ›’ € ^ Educational Research 23&[\ - 12& N UNAN \ * # [‰‰Œ ^ Task-based Language Teaching& " # ^ " # @ ! ƒ ! ! & N q''€'< \ ! Q @6{ >ƒ \ [‰‰• ^ Englische Literatur unterrichten: Grundlagen und Methoden& ] ^ { & P €+ƒ y \ ! -+" # [‰‰Y ^ Ž # q" ! - # " ] ] # # - es ! % ! % ’& € ^ +<@ {+ \ > {& Q y {+6 - V & D € @6 \ > #! & ^ Kommunikativer Englischunterricht: Rückblick nach vorn& ˆ" ^ ' \ ”-•& 6 ; +' \ * _ & Q < '€{ \ [‰‰Y ^ Ž ! # ’& € ^ 6 ; +' \ * _ & Q < '€{ \ #! & ^ Key Competencies for a Successful Life and a Well- Functioning Society. <š ^ £ " \ ŒX-•[& * +6 \ 6 *& X”” ^ Ž ! ! ! ! # # ! ! ! ! ! ’& € ^ Instructional Science & X\ XX”-XŒŒ& * +6 \ *& [‰‰Œ ^ Ž€ ! # ! ! ! ! ! ^ % ! ’& € ^ Journal of research in science teaching 41&\ XY-Y•& {+ ' \ ƒ Q F y +6 \ ƒ [‰‰X ^ Ž # ! ! ’& € ^ 6 y$€' y' \ ƒ #& ^ Cognition and Second Language Acquisition& " # ^ " # @ ! ƒ ! ! \ XY-[‰& €<<€' \ 6 [‰‰ ^ Student Involved Assessment Learning& " ! ^ ƒ ! & ™ +€'+6 \ ] +& [‰‰X ^ Ž & ’& € ^ 6 ; +' \ * _ & Q < '€{ \ #! & ^ Defining and Selecting Key Competencies. <š ^ £ " \ Œ-•&