Input-based Tasks in Foreign Language Instruction for Young Learners PDF Download
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Author: Natsuko Shintani
Publisher: John Benjamins Publishing Company
ISBN: 9027267308
Category : Foreign Language Study
Languages : en
Pages : 213
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Book Description
The book examines how task-based language teaching (TBLT) can be carried out with young beginner learners in a foreign language context. It addresses how TBLT can be introduced and implemented in a difficult instructional context where traditional teaching approaches are entrenched. The book reports a study that examined how TBLT can be made to work in such a context. The study compares the effectiveness of TBLT and the traditional “present-practice-produce” (PPP) approach for teaching English to young beginner learners in Japan. The TBLT researched in this study is unique as it employed input-based tasks rather than oral production tasks. The study shows that such tasks constitute an ideal means of inducting beginner learners into listening and processing English. It also shows that such tasks lead naturally to the learners trying to use the L2 in communication. It provides evidence to support the claim that TBLT promotes the kind of naturalistic interaction which is beneficial for the development of both interactional and linguistic competence. The book concludes with suggestions for how to implement TBLT in Japanese school contexts.
Author: Natsuko Shintani
Publisher: John Benjamins Publishing Company
ISBN: 9027267308
Category : Foreign Language Study
Languages : en
Pages : 213
Get Book Here
Book Description
The book examines how task-based language teaching (TBLT) can be carried out with young beginner learners in a foreign language context. It addresses how TBLT can be introduced and implemented in a difficult instructional context where traditional teaching approaches are entrenched. The book reports a study that examined how TBLT can be made to work in such a context. The study compares the effectiveness of TBLT and the traditional “present-practice-produce” (PPP) approach for teaching English to young beginner learners in Japan. The TBLT researched in this study is unique as it employed input-based tasks rather than oral production tasks. The study shows that such tasks constitute an ideal means of inducting beginner learners into listening and processing English. It also shows that such tasks lead naturally to the learners trying to use the L2 in communication. It provides evidence to support the claim that TBLT promotes the kind of naturalistic interaction which is beneficial for the development of both interactional and linguistic competence. The book concludes with suggestions for how to implement TBLT in Japanese school contexts.
Author: Mike Long
Publisher: John Wiley & Sons
ISBN: 1118882210
Category : Language Arts & Disciplines
Languages : en
Pages : 513
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Book Description
This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning
Author: Rod Ellis
Publisher: Cambridge University Press
ISBN: 1108494080
Category : Education
Languages : en
Pages : 435
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Book Description
A comprehensive account of the research and practice of task-based language teaching.
Author: Craig Lambert
Publisher: Multilingual Matters
ISBN: 1788929454
Category : Language Arts & Disciplines
Languages : en
Pages : 365
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Book Description
This book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners’ concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.
Author: Lynne Cameron
Publisher: Cambridge University Press
ISBN: 0521773253
Category : Foreign Language Study
Languages : en
Pages : 16
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Book Description
This book will develop readers' understanding of children are being taught a foreign language.
Author: Rod Ellis
Publisher: Oxford University Press
ISBN: 9780194421591
Category : Foreign Language Study
Languages : en
Pages : 404
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Book Description
This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.
Author: Mohammad Ahmadian
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501503294
Category : Language Arts & Disciplines
Languages : en
Pages : 278
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Book Description
The last three decades have witnessed a growth of interest in research on tasks from various perspectives and numerous books and collections of articles have been published focusing on the notion of task and its utility in different contexts. Nevertheless, what is lacking is a multi-faceted examination of tasks from different important perspectives. This edited volume, with four sections of three chapters each, views tasks and Task-based Language Teaching (TBLT) from four distinct (but complementary) vantage points. In the first section, all chapters view tasks from a cognitive-interactionist angle with each addressing one key facet of either cognition or interaction (or both) in different contexts (CALL and EFL/ESL). Section two hinges on the idea that language teaching and learning is perhaps best conceptualized, understood, and investigated within a complexity theory framework which accounts for the dynamicity and interrelatedness of the variables involved. Viewing TBLT from a sociocultural lens is what connects the chapters included in the third section. Finally, the fourth section views TBLT from pedagogical and curricular vantage points.
Author: Shaofeng Li
Publisher: John Benjamins Publishing Company
ISBN: 9027246955
Category : Language Arts & Disciplines
Languages : en
Pages : 391
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Book Description
This volume consists of a collection of empirical studies and research syntheses investigating the role of individual difference (ID) variables in task-based language teaching (TBLT)—a pedagogical approach that emphasizes the importance of the performance of meaning-oriented tasks in facilitating second language learning. TBLT is subject to learner-external as well as learner-internal factors, with the former referring to task- and context-related factors, and the latter to ID factors pertaining to learner traits, dispositions, or propensities. To date, the research has focused primarily on learner-external factors, and there has been insufficient and unsystematic research on individual difference factors. This volume brings centre stage this important but under-researched dimension by means of a comprehensive, in-depth examination of the role of key ID factors in TBLT. The volume integrates theory, research, and pedagogy by spelling out the mechanism through which IDs influence learning attainment, behaviours, and processes, examining evidence for theoretical claims, and discussing ways to apply research findings and cater to individual differences in the task-based classroom.
Author: Daniel O. Jackson
Publisher: Cambridge University Press
ISBN: 1009080253
Category : Language Arts & Disciplines
Languages : en
Pages : 133
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Book Description
This Element is a guide to task-based language teaching (TBLT), for language instructors, teacher educators, and other interested parties. The work first provides clear definitions and principles related to communication task design. It then explains how tasks can inform all stages of curriculum development. Diverse, localized cases demonstrate the scope of task-based approaches. Recent research illustrates the impact of task design (complexity, mode) and task implementation (preparation, interaction, repetition) on various second language outcomes. The Element also describes particular challenges and opportunities for teachers using tasks. The epilogue considers the potential of TBLT to transform classrooms, institutions, and society.
Author: Mohammad Javad Ahmadian
Publisher: Cambridge University Press
ISBN: 110886502X
Category : Language Arts & Disciplines
Languages : en
Pages : 821
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Book Description
Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world.
