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Chapter 6 presents an educational perspective on TBLT. The chapter begins by summarizing general educational theories that support an approach to learning that emphasizes experience and ‘doing’ over knowing and ‘telling’ - such as that of Dewey (1938) - and recent work on complex skill acquisition and training. It then considers research that draws on educational accounts of the role of ‘engagement’ in task performance and learning and the importance of investigating learners’ perceptions of the tasks they perform as well as their actual performance.
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