Second language acquisition and task-based language teaching:
"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 t...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Chichester [u.a.]
Wiley Blackwell
2015
|
| Edition: | This ed. 1. publ. |
| Subjects: | |
| Online Access: | Cover image Inhaltsverzeichnis Klappentext |
| Summary: | "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 ".. |
| Item Description: | Includes index |
| Physical Description: | XIII, 439 S. graph. Darst. |
| ISBN: | 9780470658932 9780470658949 |
Staff View
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| adam_text | Second Language Acquisition
and Task-Based
Language Teaching
Mike Long
WILEY Biackweii
Contents
I
Preface and Acknowledgments xi
Part One Theory and Research 1
1 Why TBLT? 3
1 1 The Importance of Second Language Learning and Teaching in
the Twenty-First Century 3
1 2 TBLT and the Meaning of Task 5
13A Rationale for TBLT 7
131, Consistency with SLA theory and research findings 7
132 Basis in philosophy of education 9
133 Accountability 9
134 Relevance 10
135 Avoidance of known problems with existing approaches 12
136 Learner-centeredness 13
137 Functionality 13
1 4 Summary 14
1 5 Suggested Readings 14
2 SLA and the Fundamental LT Divide , 16
2 1 Interventionist and Non-Interventionist Positions 16
211 Interventionist positions 17
212 Non-interventionist positions 18
2 2 Synthetic and Analytic Approaches to LT 19
221 Synthetic approaches 19
222 Analytic approaches 20
2 3 Problems with Synthetic Approaches and Focus on Forms 21
2 4 Problems with Analytic Approaches and Focus on Meaning 25
25A Third Option: Analytic Approaches with a Focus on Form 27
26A Role for Instructed Second Language Acquisition (ISLA) Research 28
2 7 Summary 29
2 8 Suggested Readings 29
vi Contents
3 Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of
Instructed Second Language Acquisition (ISLA) 30
3 1 Theoretical Disunity in Second Language
Acquisition (SLA) 30
3 2 When Knowledge Is Incomplete: The Role of Theory 33
33A Cognitive-Interactionist Theory of ISLA: Problems
and Explanations 36
PI Purely incidental and implicit child L1A is
overwhelmingly successful 36
P2 Purely incidental and implicit adult L2A is highly variable
and largely unsuccessful 37
El Adult SLA is maturationally constrained 38
E2 Adults, so defined, are partially disabled language learners 41
P3 Some classes of linguistic features in adult SLA are fragile 43
E3 Implicit learning is still the default learning mechanism 43
E4 Explicit learning (including focal attention) is required to
improve implicit processing in adult SLA but is constrained 49
E5 Attention is critical, at two levels 51
E6 The interaction hypothesis 52
j E7 The role of negative feedback, including recasts 54
P4 Success and failure in adult SLA vary among and within
individuals 57
E8 Individual differences, especially input sensitivity,
and linguistic differences, especially perceptual saliency, are
responsible for variability in, and within, ultimate L2
attainment 58
3 4 Summary 60
3 5 Suggested Readings 61
4 Philosophical Underpinnings: L education Integrate 63
4 1 TBLT s Philosophical Principles: Origins and Overview 63
4 2 Leducation Integrate and Learning by Doing 66
4 3 Individual Freedom 69
4 4 Rationality 71
451 Emancipation , 72
4 6 Learner-Centeredness 75
4 7 Egalitarian Teacher-Student Relationships 76
4 8 Participatory Democracy 77
4 9 Mutual Aid and Cooperation 79
4 10 Summary 82
4 11 Suggested Readings 82
Part Two Design and Implementation 85
5 Task-Based Needs and Means Analysis 87
5 1 Why Needs Analysis? 87
5 2 Needs Analysis and Learner Diversity 89
Contents vii
5 3 Doubts about Needs Analysis 92
531 General English for all 93
532 The ex post facto process syllabus 93
533 Felt needs or objective needs? 93
534 Learner heterogeneity 94
535 Surface linguistic features or underlying
technical competence? 95
536 The dark side? 96
5 4 The Growth of Needs Analysis 98
541 The Council of Europe s unit credit system 99
542 Munbys Communication Needs Processor (CNP) and
its critics 101
5 5 Task as the Unit of (Needs) Analysis 108
551 Tasks defined 108
552 Avoiding the traditional bottleneck in needs analysis 110
553 The availability of ready-made task-based analyses 111
5 6 Means Analysis 112
5 7 Summary 115
5 8 Suggested Readings 116
6 Identifying Target Tasks 117
6 1 Sources of Information 117
611 Published and unpublished literature 118
612 The learners 127
613 Applied linguists 130
614 Domain experts 135
615 Triangulated sources 136
6 2 Methods 139
621 The use of multiple measures and their sequencing 139
622 Sampling 146
623 Expert and non-expert intuitions 147
624 Interviews 149
625 Questionnaire surveys 152
626, Language audits 156
627 Participant and non-participant observation 157
628 Journals and logs 162
629 Proficiency measures 165
6 2 10 Triangulation by methods and sources:
the flight attendants study 166
6 3 Summary 167
6 4 Suggested Readings 168
7 Analyzing Target Discourse 169
7 1 Conventional Approaches to Language Analysis for
Language Teaching (LT) 169
7 2 The Dynamic Qualities of Target Discourse 171
viii Contents
721 Boswood and Marriots ethnographic approach to NA
722 Mohan and Marshall Smith s language socialization
approach to NA
723 Watson-Gegeo s true ethnography and thick explanation
724 TBLT
7 3 Discourse Analysis (DA) and Analysis of Discourse (AD)
731 Discourse analysis
732 Analysis of discourse
733 Sampling and data collection
7 4 Analysis of Target Discourse: Five Cases
741 The railway ticket purchase
742 Japanese tourist shopping
743 Doing architecture
744 Buying and selling a cup of coffee
745 When small talk is a big deal
7 5 Summary
7 6 Suggested Readings
8 Task-Based Syllabus Design
1 1 Some Minimum Requirements
1 2 The Unit of Analysis
821 The structural, or grammatical, syllabus
822 The notional-functional syllabus
823 The lexical syllabus
824 Topical and situational syllabi
825 The content syllabus
826 The procedural syllabus
827 The process syllabus
828 The task syllabus
829 The hybrid syllabus
; 3 Selection
831 Target tasks and target task-types
832 Pedagogic tasks
1 4 Grading
841 Valency and criticality
842 Frequency
843 Learnability
844 Complexity and difficulty
845 Some research findings on pedagogic task-types
1 5 Summary
; 6 Suggested Readings
9 Task-Based Materials
9 1 Desirable Qualities of Pedagogic Tasks (PTs)
9 2 Input Simplification and Elaboration
921 Genuineness, input simplification, and authenticity
922 Input elaboration
Contents ix
923 The Paco sentences 252
924 Effects of simplification and elaboration on L2
comprehension and acquisition 255
9 3 Sample Task-Based Materials 259
931 Preliminaries - 259
932 Sample modules for true and false beginners 260
9321 Geometric figures tasks (matching shapes) 261
9322 Spot-the-difference tasks 264
933 Sample modules for elementary learners • 269
9331 Obtaining and following street directions 269
9332 Decoding drug labels 274
934 Sample modules for intermediate learners 279
9341 Negotiating a police traffic stop 279
9342t Delivering a sales report 287
935 Sample modules for advanced learners 291
9351A complex political issue 291
9352 Attending an academic lecture 295
9 4 Summary 297
9 5 Suggested Readings 298
n
10 Methodological Principles and Pedagogic Procedures 300
10 1 Methodological Principles (MPs), Pedagogic Procedures (PPs),
and Evaluation Criteria (EC) 300
10 1 1 Methodological principles 301
10 1 2 Pedagogic procedures 301
10 1 3 Evaluation criteria 304
10 2 Ten Methodological Principles 305
10 2 1 MP 1: Use task, not text, as the unit of analysis 305
10 2 2 MP2: Promote learning by doing 306
10 2 3 MP3: Elaborate input 306
10 2 4 MP4: Provide rich input 306
10 2 5 MP5: Encourage inductive chunk learning 307
10 2 6 MP6: Focus on form 316
10 2 7 MP7: Provide negative feedback 321
10 2 8 MP8: Respect learner syllabi and developmental processes 323
10 2 9 MP9: Promote cooperative collaborative learning 324
10 2 10 MP10: Individualize instruction 325
10 3 Pedagogic Procedures 326
10 4 Summary 327
10 5 Suggested Readings 327
11 Task-Based Assessment and Program Evaluation 329
11 1 Task-Based, Criterion-Referenced Performance Tests 329
11 2 Task Completion and/or Language Abilities? 332
11 3 Target Tasks or Underlying Constructs and Abilities? 334
11 4 The Transferability of Task-Based Abilities 336
X Contents
11 5 Program Evaluation 341
11 5 1 Some general requirements on TBLT evaluations 341
11 5 2 Laboratory and classroom studies 343
11 5 3 Research findings on MPs 345
11 5 4 Evaluating task-based courses and programs 347
11 541 Establishing construct validity 347
11 542 Sample evaluations and findings 350
11 6 Summary 364
11 7 Suggested Readings 365
Part Three The Road Ahead 367
12 Does TBLT Have a Future? 369
12 1 Diffusion of Innovation 369
12 2 A Research Program for TBLT 373
12 3 Building the Road as We Travel 374
References 376
Appendix: List of Abbreviations 433
Index® 436
Written by an esteemed scholar of second language acquisition with over 30 years of research and
classroom experience, this book offers an in-depth analysis of Task-Based Language Teaching (TBLT) and
the methods necessary to implement it in the language classroom successfully. The first part of the book
combines a survey of theory and research in instructed second language acquisition (ISLA) with insights
from language teaching and the philosophy of education. The second part details best practices for TBLT
programs, from design to implementation and evaluation. It includes 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. A final
chapter analyzes recent findings in the diffusion of innovation in education and assesses the potential
impact of TBLT on second and foreign language learning. Innovative and forward-thinking, this is an
exciting new approach to language teaching with important ideas for researchers and classroom
practitioners alike.
|
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| title | Second language acquisition and task-based language teaching |
| title_auth | Second language acquisition and task-based language teaching |
| title_exact_search | Second language acquisition and task-based language teaching |
| title_full | Second language acquisition and task-based language teaching Mike Long |
| title_fullStr | Second language acquisition and task-based language teaching Mike Long |
| title_full_unstemmed | Second language acquisition and task-based language teaching Mike Long |
| title_short | Second language acquisition and task-based language teaching |
| title_sort | second language acquisition and task based language teaching |
| topic | LANGUAGE ARTS & DISCIPLINES / Linguistics / General bisacsh Linguistik Sprache Second language acquisition Study and teaching Language and languages Study and teaching Task analysis in education LANGUAGE ARTS & DISCIPLINES / Linguistics / General Handlungsorientierter Unterricht (DE-588)4125440-5 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | LANGUAGE ARTS & DISCIPLINES / Linguistics / General Linguistik Sprache Second language acquisition Study and teaching Language and languages Study and teaching Task analysis in education Handlungsorientierter Unterricht Fremdsprachenlernen |
| url | http://catalogimages.wiley.com/images/db/jimages/9780470658932.jpg http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027420071&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027420071&sequence=000006&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT longmichaelh secondlanguageacquisitionandtaskbasedlanguageteaching |
Indexes
THWS Schweinfurt Zentralbibliothek Lesesaal
| Call Number: |
2000 ES 861 L849 |
|---|---|
| Copy 1 | ausleihbar Available Place a Hold |