
Individual Differences and Task-Based Language Teaching
Description
Alles über E-Books | Antworten auf Fragen rund um E-Books, Kopierschutz und Dateiformate finden Sie in unserem Info- & Hilfebereich.
More details
Other editions
Additional editions
Content
- Intro
- Table of contents
- Series editors' preface
- Foreword
- References
- Section 1 Introduction
- Chapter 1 Individual differences and task-based language teaching
- Introduction
- Theorizing and conceptualizing IDs in TBLT
- Theoretical models
- A framework for IDs and TBLT
- Task IDs
- Implicit IDs
- Dynamicity of IDs
- Expanded scope
- ID-treatment interaction
- Research on IDs in TBLT
- ID research as construct validation
- Research strands and perspectives
- Research on major IDs
- Anxiety and enjoyment
- Language aptitude
- Motivation
- Working memory
- Summary
- From research to practice
- Identify and change ID propensities
- Adapt instruction to mitigate or cancel ID effects
- Match ID profile and instruction type
- Use hybrid instruction
- Provide choice
- This volume
- Section 2 Affective differences
- Chapter 2 Anxiety in task-based language teaching
- Introduction
- Types and definitions of L2 anxiety
- Anxiety in SLA
- Method
- Search and inclusion criteria
- Coding scheme
- Findings
- Summary of research methods
- Findings of the reviewed studies
- L2 anxiety and task-based corrective feedback
- Anxiety and task complexity
- The impact of L2 anxiety on task engagement behaviors
- L2 anxiety and task modality
- Conclusion
- Appendix A. Publication information and design of included studies (K?=?35)
- Chapter 3 Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment
- Introduction
- Literature review
- Trait enjoyment in foreign language learning
- State enjoyment in foreign language learning
- A call for a task-based approach to enjoyment
- Previous studies on L2 task enjoyment
- Task enjoyment and foreign language enjoyment
- Methodology
- Participants and procedure
- L2 oral tasks
- Instruments
- Post-task interview
- Foreign language enjoyment
- Task enjoyment
- Analysis
- Results
- Factor structure of task enjoyment and construct validity
- Exploratory factor analysis
- Confirmatory factor analyses
- Reliability and validity of the Task Enjoyment Scale
- Reliability
- Convergent validity
- Discriminant validity of factors and items
- The relationships between task enjoyment and foreign language enjoyment (dimensions)
- Discussion
- Three dimensions of task enjoyment
- The psychometric properties of the Task Enjoyment Scale
- The correlation between task enjoyment and foreign language enjoyment
- Implications, limitations, and future directions
- Conclusion
- Appendix. Oral Task Enjoyment Scale
- Chapter 4 Task complexity, task features, and task anxiety at low L2 proficiency levels
- Introduction
- Literature review
- Task complexity
- Individual differences in task-based research
- Foreign Language Anxiety (FLA)
- Task anxiety in task complexity research
- The role of task factors in task anxiety
- Purpose of the study
- Methodology
- Participants
- Materials
- Measures of anxiety
- Procedure
- Coding of task factors as task anxiety predictors
- Results
- RQ1
- Quantitative results
- Qualitative results
- Qualitative results
- RQ2
- Discussion
- Methodological considerations
- Pedagogical considerations
- Limitations and future directions
- Conclusion
- Appendix A.
- Appendix B. State anxiety questionnaire
- Section 3 Cognitive differences
- Chapter 5 Written languaging, language aptitude, and L2 learning through dictogloss tasks
- Introduction
- Background
- Languaging
- Aptitude-treatment interaction
- The present study
- Method
- Design
- Participants
- Linguistic target
- Assessment tasks and scoring
- Aptitude measures
- Treatment task and procedure
- Data collection procedures
- Statistical analyses
- Results
- Preliminary analyses
- Pretest, posttest, and delayed posttest results
- Results for aptitude tests
- Relationships between aptitude tests and posttest /delayed posttest scores
- Discussion
- Conclusion
- Chapter 6 The effects of planning type, working memory, and anxiety on L2 writing performance
- Introduction
- Literature review
- Theoretical background
- Planning in writing process
- Working memory in L2 writing
- Anxiety in L2 writing
- Research questions
- Method
- Participants
- Materials
- Writing task
- The working memory test
- The L2 writing anxiety questionnaire
- Procedure
- Data analysis
- Results
- The effects of planning conditions
- The roles of working memory and anxiety
- Discussion
- The effect of planning type
- Working memory
- Writing anxiety
- Conclusion
- Appendix A. Task prompt
- Writing prompt
- Directions
- Appendix B. Task prompt
- Writing prompt
- Directions
- Appendix C. Task prompt
- Writing prompt
- Directions
- Appendix D. Second language writing anxiety questionnaire items (adapted from Cheng, 2004
- Cheng, 2017)
- Appendix E. Scoring rubric (adapted from Brookhart, 2013)
- Section 4 Conative differences
- Chapter 7 A review of learner motivation and engagement research in task-based language teaching
- Introduction
- Learner motivation in task-based research
- Task engagement
- The relationship between learner motivation and engagement in TBLT
- Methods
- Inclusion criteria and search techniques
- Data coding
- Results
- Research question 1
- Research question 2
- Operationalizations of learner motivation in TBLT
- Operationalizations of task engagement
- Research question 3
- Main findings on learner motivation in task-based research
- Main findings in task engagement research
- Discussion
- Conclusion
- Chapter 8 Teachers' and learners' beliefs about task-based language teaching
- Introduction
- Second language (L2) beliefs as an individual difference variable
- Task-based language teaching
- The current study
- Method
- Creating a pool of reports and searching articles
- Coding and analyses
- Findings
- Overview of the corpus
- TBLT research on beliefs
- Methodological characteristics of TBLT studies on teachers' and learners' beliefs
- Teacher/learner beliefs in TBLT research
- Teachers' understanding of TBLT as a pedagogy
- Teachers' and learners' attitudes toward TBLT
- Factors affecting teachers' implementation and views towards TBLT
- Impact of training on teachers' perceptions of TBLT
- Other results
- Discussion
- Methodological issues of TBLT research on teachers' and learners' beliefs
- Teachers' and learners' beliefs
- Conclusion
- Appendix
- Databases for searching L2 studies to create the corpus of reports for the current study
- Search for TBLT studies on beliefs was also performed on the following journals for double-checking
- Section 5 Sociodemographic differences
- Chapter 9 Task-based language learning and teaching
- Introduction
- Selection criteria for the inclusion of task and age literature
- Age comparisons
- Studies in ESL contexts
- Studies in EFL contexts
- A study of Mandarin as a foreign language
- Future methodological considerations
- Conclusions
- Section 6 Pedagogical perspectives
- Chapter 10 Practitioners' perspectives
- Introduction
- Part 1. The practitioners
- Motivation
- Anxiety
- Learner autonomy
- Learner beliefs
- Socio-cultural variation
- Part 2. A task cycle within a wider framework
- The pre-task phase
- The task cycle
- Teacher-led tasks to accommodate specific IDs
- Accommodating IDs in pair and group work
- The need for a focus on form
- Focus on form
- Evaluation and assessment
- Summary and concluding comments
- List of contributors
- Acknowledgements
- Chapter 11 Teacher IDs and task adaptations
- Introduction
- Literature review
- The role of the teacher in TBLT
- Teacher IDs
- Researcher and teacher perspectives in TBLT
- The current study
- Methods
- Participants and contexts
- Procedure
- Coding and analysis
- Results
- RQ1
- Adding linguistic support or instruction
- Increasing interaction or use of the oral modality
- Shifting the purpose to match the learners' reported needs or interests
- Increasing the input or modifying the input
- RQ2
- RQ3
- Discussion
- Limitations and future research
- Pedagogical implications
- Appendix. Individual teacher data summary
- Section 7 Conclusion
- Chapter 12 Conclusion
- Introduction
- Some general issues
- Investigating tasks or task-based language teaching
- Choice of tasks
- Choice of psychological factors
- IDs and performance variables
- A framework for investigating IDs in task-based research
- Task
- IDs
- Engagement
- Teacher factors
- Situational context
- Outcomes
- Accommodating individual differences in TBLT
- What IDs should TBLT teachers consider?
- How can teachers find out how their learners differ?
- How can learner IDs be accommodated in TBLT?
- List of contributors
- Index
System requirements
File format: ePUB
Copy protection: Adobe-DRM (Digital Rights Management)
System requirements:
- Computer (Windows; MacOS X; Linux): Install the free reader Adobe Digital Editions prior to download (see eBook Help).
- Tablet/smartphone (Android; iOS): Install the free app Adobe Digital Editions or the app PocketBook before downloading (see eBook Help).
- E-reader: Bookeen, Kobo, Pocketbook, Sony, Tolino and many more (not Kindle).
The file format ePub works well for novels and non-fiction books – i.e., „flowing” text without complex layout. On an e-reader or smartphone, line and page breaks automatically adjust to fit the small displays.
This eBook uses Adobe-DRM, a „hard” copy protection. If the necessary requirements are not met, unfortunately you will not be able to open the eBook. You will therefore need to prepare your reading hardware before downloading.
Please note: We strongly recommend that you authorise using your personal Adobe ID after installation of any reading software.
For more information, see our ebook Help page.