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 the p...

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Hlavní autor: Long, Mike
Médium: E-kniha Kniha
Jazyk:angličtina
Vydáno: Chichester, West Sussex WILEY 2014
Wiley
John Wiley & Sons
John Wiley & Sons, Incorporated
Wiley-Blackwell
Vydání:1
Témata:
Language and languages
Language and languages > Study and teaching
LANGUAGE ARTS & DISCIPLINES
Second Language Acquisition
Second language acquisition > Study and teaching
Study and teaching
Task analysis in education
ISBN:9781118882061, 0470658940, 9780470658949, 1118882067, 9780470658932, 0470658932, 9781118882214, 1118882210
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  • Second language acquisition and task-based language teaching -- Contents -- Preface and Acknowledgments -- Part One: Theory and Research -- Chapter 1. Why TBLT? -- Chapter 2. SLA and the Fundamental LT Divide -- Chapter 3. Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA) -- Chapter 4. Philosophical Underpinnings: L’education Integrale -- Part Two: Design and Implementation -- Chapter 5. Task-Based Needs and Means Analysis -- Chapter 6. Identifying Target Tasks -- Chapter 7. Analyzing Target Discourse -- Chapter 8. Task-Based Syllabus Design -- Chapter 9. Task-Based Materials -- Chapter 10. Methodological Principles and Pedagogic Procedures -- Chapter 11. Task-Based Assessment and Program Evaluation -- Part Three: The Road Ahead -- Chapter 12. Does TBLT Have a Future? -- References -- Appendix: List of Abbreviations -- Index.
  • P3. Some classes of linguistic features in adult SLA are fragile -- E3. Implicit learning is still the default learning mechanism -- E4. Explicit learning (including focal attention) is required to improve implicit processing in adult SLA, but is constrained -- E5. Attention is critical, at two levels -- E6. The Interaction Hypothesis -- E7. The role of negative feedback, including recasts -- P4. Success and failure in adult SLA vary among and within individuals -- E8. Individual differences, especially input sensitivity, and linguistic differences, especially perceptual saliency, are responsible for variability in, and within, ultimate L2 attainment -- 3.4. Summary -- 3.5. Suggested Readings -- Chapter 4: Philosophical Underpinnings: L'education Integrale -- 4.1. TBLT's Philosophical Principles: Origins and Overview -- 4.2. L'education Integrale and Learning by Doing -- 4.3. Individual Freedom -- 4.4. Rationality -- 4.5. Emancipation -- 4.6. Learner-Centeredness -- 4.7. Egalitarian Teacher-Student Relationships -- 4.8. Participatory Democracy -- 4.9. Mutual Aid and Cooperation -- 4.10. Summary -- 4.11. Suggested Readings -- Part Two: Design and Implementation -- Chapter 5: Task-Based Needs and Means Analysis -- 5.1. Why Needs Analysis? -- 5.2. Needs Analysis and Learner Diversity -- 5.3. Doubts about Needs Analysis -- 5.3.1. General English for all -- 5.3.2. The ex post facto process syllabus -- 5.3.3. Felt needs or objective needs? -- 5.3.4. Learner heterogeneity -- 5.3.5. Surface linguistic features or underlying technical competence? -- 5.3.6. The dark side? -- 5.4. The Growth of Needs Analysis -- 5.4.1. The Council of Europe's unit credit system -- 5.4.2. Munby's Communication Needs Processor (CNP) and its critics -- 5.5. Task as the Unit of (Needs) Analysis -- 5.5.1. Tasks defined -- 5.5.2. Avoiding the traditional bottleneck in needs analysis
  • 8.2.4. Topical and situational syllabi -- 8.2.5. The content syllabus -- 8.2.6. The procedural syllabus -- 8.2.7. The process syllabus -- 8.2.8. The task syllabus -- 8.2.9. The hybrid syllabus -- 8.3. Selection -- 8.3.1. Target tasks and target task-types -- 8.3.2. Pedagogic tasks -- 8.4. Grading -- 8.4.1. Valency and criticality -- 8.4.2. Frequency -- 8.4.3. Learnability -- 8.4.4. Complexity and difficulty -- 8.4.5. Some research findings on pedagogic task-types -- 8.5. Summary -- 8.6. Suggested Readings -- Chapter 9: Task-Based Materials -- 9.1. Desirable Qualities of Pedagogic Tasks (PTs) -- 9.2. Input Simplification and Elaboration -- 9.2.1. Genuineness, input simplification, and authenticity -- 9.2.2. Input elaboration -- 9.2.3. The Paco sentences -- 9.2.4. Effects of simplification and elaboration on L2 comprehension and acquisition -- 9.3. Sample Task-Based Materials -- 9.3.1. Preliminaries -- 9.3.2. Sample modules for true and false beginners -- 9.3.3. Sample modules for elementary learners -- 9.3.4. Sample modules for intermediate learners -- 9.3.5. Sample modules for advanced learners -- 9.4. Summary -- 9.5. Suggested Readings -- Chapter 10: Methodological Principles and Pedagogic Procedures -- 10.1. Methodological Principles (MPs), Pedagogic Procedures (PPs), and Evaluation Criteria (EC) -- 10.1.1. Methodological principles -- 10.1.2. Pedagogic procedures -- 10.1.3. Evaluation criteria -- 10.2. Ten Methodological Principles -- 10.2.1. MP1: Use task, not text, as the unit of analysis -- 10.2.2. MP2: Promote learning by doing -- 10.2.3. MP3: Elaborate input -- 10.2.4. MP4: Provide rich input -- 10.2.5. MP5: Encourage inductive "chunk" learning -- 10.2.6. MP6: Focus on form -- 10.2.7. MP7: Provide negative feedback -- 10.2.8. MP8: Respect learner syllabi and developmental processes -- 10.2.9. MP9: Promote cooperative collaborative learning
  • Cover -- Title page -- Copyright page -- Contents -- Preface and Acknowledgments -- Part One: Theory and Research -- Chapter 1: Why TBLT? -- 1.1. The Importance of Second Language Learning and Teaching in the Twenty-First Century -- 1.2. TBLT and the Meaning of 'Task' -- 1.3. A Rationale for TBLT -- 1.3.1. Consistency with SLA theory and research findings -- 1.3.2. Basis in philosophy of education -- 1.3.3. Accountability -- 1.3.4. Relevance -- 1.3.5. Avoidance of known problems with existing approaches -- 1.3.6. Learner-centeredness -- 1.3.7. Functionality -- 1.4. Summary -- 1.5. Suggested Readings -- Chapter 2: SLA and the Fundamental LT Divide -- 2.1. Interventionist and Non-Interventionist Positions -- 2.1.1. Interventionist positions -- 2.1.2. Non-interventionist positions -- 2.2. Synthetic and Analytic Approaches to LT -- 2.2.1. Synthetic approaches -- 2.2.2. Analytic approaches -- 2.3. Problems with Synthetic Approaches and Focus on Forms -- 2.4. Problems with Analytic Approaches and Focus on Meaning -- 2.5. A Third Option: Analytic Approaches with a Focus on Form -- 2.6. A Role for Instructed Second Language Acquisition (ISLA) Research -- 2.7. Summary -- 2.8. Suggested Readings -- Chapter 3: Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA) -- 3.1. Theoretical Disunity in Second Language Acquisition (SLA) -- 3.2. When Knowledge Is Incomplete: The Role of Theory -- 3.3. A Cognitive-Interactionist Theory of ISLA: Problems and Explanations -- P1. Purely incidental and implicit child L1A is overwhelmingly successful -- P2. Purely incidental and implicit adult L2A is highly variable and largely unsuccessful -- E1. Adult SLA is maturationally constrained -- E2. Adults, so defined, are partially "disabled" language learners
  • 10.2.10. MP10: Individualize instruction -- 10.3. Pedagogic Procedures -- 10.4. Summary -- 10.5. Suggested Readings -- Chapter 11: Task-Based Assessment and Program Evaluation -- 11.1. Task-Based, Criterion-Referenced Performance Tests -- 11.2. Task Completion and/or Language Abilities? -- 11.3. Target Tasks or Underlying Constructs and Abilities? -- 11.4. The Transferability of Task-Based Abilities -- 11.5. Program Evaluation -- 11.5.1. Some general requirements on TBLT evaluations -- 11.5.2. Laboratory and classroom studies -- 11.5.3. Research findings on MPs -- 11.5.4. Evaluating task-based courses and programs -- 11.6. Summary -- 11.7. Suggested Readings -- Part Three: The Road Ahead -- Chapter 12: Does TBLT Have a Future? -- 12.1. Diffusion of Innovation -- 12.2. A Research Program for TBLT -- 12.3. Building the Road as We Travel -- References -- Appendix: List of Abbreviations -- Index -- End User License Agreement
  • 5.5.3. The availability of ready-made task-based analyses -- 5.6. Means Analysis -- 5.7. Summary -- 5.8. Suggested Readings -- Chapter 6: Identifying Target Tasks -- 6.1. Sources of Information -- 6.1.1. Published and unpublished literature -- 6.1.2. The learners -- 6.1.3. Applied linguists -- 6.1.4. Domain experts -- 6.1.5. Triangulated sources -- 6.2. Methods -- 6.2.1. The use of multiple measures and their sequencing -- 6.2.2. Sampling -- 6.2.3. Expert and non-expert intuitions -- 6.2.4. Interviews -- 6.2.5. Questionnaire surveys -- 6.2.6. Language audits -- 6.2.7. Participant and non-participant observation -- 6.2.8. Journals and logs -- 6.2.9. Proficiency measures -- 6.2.10. Triangulation by methods and sources: the flight attendants study -- 6.3. Summary -- 6.4. Suggested Readings -- Chapter 7: Analyzing Target Discourse -- 7.1. Conventional Approaches to Language Analysis for Language Teaching (LT) -- 7.2. The Dynamic Qualities of Target Discourse -- 7.2.1. Boswood and Marriot's "ethnographic approach" to NA -- 7.2.2. Mohan and Marshall Smith's "language socialization" approach to NA -- 7.2.3. Watson-Gegeo's true ethnography and "thick explanation" -- 7.2.4. TBLT -- 7.3. Discourse Analysis (DA) and Analysis of Discourse (AD) -- 7.3.1. Discourse analysis -- 7.3.2. Analysis of discourse -- 7.3.3. Sampling and data collection -- 7.4. Analysis of Target Discourse: Five Cases -- 7.4.1. The railway ticket purchase -- 7.4.2. Japanese tourist shopping -- 7.4.3. Doing architecture -- 7.4.4. Buying and selling a cup of coffee -- 7.4.5. When small talk is a big deal -- 7.5. Summary -- 7.6. Suggested Readings -- Chapter 8: Task-Based Syllabus Design -- 8.1. Some Minimum Requirements -- 8.2. The Unit of Analysis -- 8.2.1. The structural, or grammatical, syllabus -- 8.2.2. The notional-functional syllabus -- 8.2.3. The lexical syllabus
  • 12.2.  A Research Program for TBLT -- 12.3.  Building the Road as We Travel -- Notes -- References -- Appendix: List of Abbreviations -- Index -- End User License Agreement
  • 5.3.  Doubts about Needs Analysis -- 5.4.  The Growth of Needs Analysis -- 5.5.  Task as the Unit of (Needs) Analysis -- 5.6.  Means Analysis -- 5.7.  Summary -- 5.8.  Suggested Readings -- Notes -- Chapter 6: Identifying Target Tasks -- 6.1.  Sources of Information -- 6.2.  Methods -- 6.3.  Summary -- 6.4.  Suggested Readings -- Notes -- Chapter 7: Analyzing Target Discourse -- 7.1.  Conventional Approaches to Language Analysis for Language Teaching (LT) -- 7.2.  The Dynamic Qualities of Target Discourse -- 7.3.  Discourse Analysis (DA) and Analysis of Discourse (AD) -- 7.4.  Analysis of Target Discourse: Five Cases -- 7.5.  Summary -- 7.6.  Suggested Readings -- Note -- Chapter 8: Task-Based Syllabus Design -- 8.1.  Some Minimum Requirements -- 8.2.  The Unit of Analysis -- 8.3.  Selection -- 8.4.  Grading -- 8.5.  Summary -- 8.6.  Suggested Readings -- Notes -- Chapter 9: Task-Based Materials -- 9.1.  Desirable Qualities of Pedagogic Tasks (PTs) -- 9.2.  Input Simplification and Elaboration -- 9.3.  Sample Task-Based Materials -- 9.4.  Summary -- 9.5.  Suggested Readings -- Notes -- Chapter 10: Methodological Principles and Pedagogic Procedures -- 10.1.  Methodological Principles (MPs), Pedagogic Procedures (PPs), and Evaluation Criteria (EC) -- 10.2.  Ten Methodological Principles -- 10.3.  Pedagogic Procedures -- 10.4.  Summary -- 10.5.  Suggested Readings -- Notes -- Chapter 11: Task-Based Assessment and Program Evaluation -- 11.1.  Task-Based, Criterion-Referenced Performance Tests -- 11.2.  Task Completion and/or Language Abilities? -- 11.3.  Target Tasks or Underlying Constructs and Abilities? -- 11.4.  The Transferability of Task-Based Abilities -- 11.5.  Program Evaluation -- 11.6.  Summary -- 11.7.  Suggested Readings -- Notes -- Part Three: The Road Ahead -- Chapter 12: Does TBLT Have a Future? -- 12.1.  Diffusion of Innovation
  • Intro -- Table of Contents -- Title page -- Copyright page -- Preface and Acknowledgments -- Part One: Theory and Research -- Chapter 1: Why TBLT? -- 1.1.  The Importance of Second Language Learning and Teaching in the Twenty-First Century -- 1.2.  TBLT and the Meaning of 'Task' -- 1.3.  A Rationale for TBLT -- 1.4.  Summary -- 1.5.  Suggested Readings -- Notes -- Chapter 2: SLA and the Fundamental LT Divide -- 2.1.  Interventionist and Non-Interventionist Positions -- 2.2.  Synthetic and Analytic Approaches to LT -- 2.3.  Problems with Synthetic Approaches and Focus on Forms -- 2.4.  Problems with Analytic Approaches and Focus on Meaning -- 2.5.  A Third Option: Analytic Approaches with a Focus on Form -- 2.6.  A Role for Instructed Second Language Acquisition (ISLA) Research -- 2.7.  Summary -- 2.8.  Suggested Readings -- Notes -- Chapter 3: Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA) -- 3.1.  Theoretical Disunity in Second Language Acquisition (SLA) -- 3.2.  When Knowledge Is Incomplete: The Role of Theory -- 3.3.  A Cognitive-Interactionist Theory of ISLA: Problems and Explanations -- 3.4.  Summary -- 3.5.  Suggested Readings -- Notes -- Chapter 4: Philosophical Underpinnings: L'education Integrale -- 4.1.  TBLT's Philosophical Principles: Origins and Overview -- 4.2.  L'education Integrale and Learning by Doing -- 4.3.  Individual Freedom -- 4.4.  Rationality -- 4.5.  Emancipation -- 4.6.  Learner-Centeredness -- 4.7.  Egalitarian Teacher-Student Relationships -- 4.8.  Participatory Democracy -- 4.9.  Mutual Aid and Cooperation -- 4.10.  Summary -- 4.11.  Suggested Readings -- Notes -- Part Two: Design and Implementation -- Chapter 5: Task-Based Needs and Means Analysis -- 5.1.  Why Needs Analysis? -- 5.2.  Needs Analysis and Learner Diversity