Task-Based Language Teaching in Foreign Language Contexts
Research and implementation
1st Edition
Published on 17. October 2012
XIX, 364 pages
978-90-272-7342-0 (ISBN)
Description
This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.
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Ali Shehadeh | Christine A. Coombe
Task-Based Language Teaching in Foreign Language Contexts
Research and implementation
Book
10/2012
John Benjamins Publishing Co
€104.94
Shipment within 10-15 days
Ali Shehadeh | Christine A. Coombe
Task-Based Language Teaching in Foreign Language Contexts
Research and implementation
Book
10/2012
John Benjamins Publishing Co
€34.98
Shipment within 10-15 days
Persons
Content
- Task-Based Language Teaching in Foreign Language Contexts
- Editorial page
- Title page
- LCC data
- Dedication page
- Table of contents
- Preface
- Foreword
- References
- Chapter 1. Introduction
- Introduction
- What is a foreign language context?
- Factors and problems associated with educational settings in EFL contexts
- Institutional factors
- Teacher factors
- Student factors
- An overview of the book
- Concluding remarks
- References
- Section I. Variables affecting task-based language learning and performance
- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners' oral production
- Introduction
- Task complexity and L2 task performance
- Task performance and attentional capacity
- Previous studies on the effects of planning on L2 performance
- Previous studies on the effects of inherent task characteristics on L2 performance
- Research aims and hypotheses
- Methodology
- Participants
- Tasks and procedures
- Data analysis
- Results
- Analysis by global measures
- Analysis by specific measures
- Discussion
- Conclusion
- References
- Chapter 3. Measuring task complexity
- Introduction
- Investigating task complexity and proficiency
- Previous research on ± elements and ± reasoning demands
- Measuring task complexity
- Research questions
- Methodology
- Participants
- Materials
- Tasks
- Procedure
- Production CAF measures
- Statistical analysis
- Results
- Research Question 1: Perception of task difficulty
- Research Question 2: Impact of task complexity on L2 production
- Summary of results
- Discussion
- Research Question 1: Effects of L2 proficiency on the perception of task difficulty
- Research Question 2: The impact of L2 proficiency on performance
- Limitations and conclusion
- References
- Appendix A
- Appendix B
- Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners
- Introduction
- Modality of language production and accuracy
- Research questions
- Method
- Context and participants
- Tasks
- Data collection procedures
- Accuracy measures and coding of data
- Analysis of data
- Results
- Accuracy
- Students' priority ordering of grammar, vocabulary, and organization
- Discussion
- Pedagogical implications
- Limitations of the study and directions for further research
- References
- Appendix A
- Appendix B
- Appendix C
- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting
- Introduction
- Theoretical framework
- The study: Setting and task
- Method
- Participants
- Task conditions
- Materials
- Procedure
- Analysis of data and scoring
- Results
- Overall language proficiency and vocabulary knowledge
- Recall
- Vocabulary acquisition
- Discussion
- Conclusions and implications of the study
- Pedagogical implications
- Implications for future research
- Acknowledgement
- References
- Appendix
- Chapter 6. Task structure and patterns of interaction
- Introduction
- Research into task interaction
- Methodology
- Context
- Participants
- Tasks
- Data collection procedures
- Coding and analysis of data
- Results
- Reasoning-gap activities (Tasks 1-3)
- Information-gap tasks (Tasks 4-6)
- Opinion-gap tasks (Tasks 7-9)
- Discussion and implications
- Classroom applications
- Limitations and suggestions for further research
- Conclusions
- References
- Appendix 1: Task 3
- Appendix 2: Task 6
- Section II. Implementation of task-based language teaching
- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China
- Introduction
- Communicative, task-based language teaching in China
- Task-based interaction in the classroom and SLA
- The study
- Methodology
- Participants
- Instructional setting
- Data collection and coding
- An episode of error treatment
- Definitions of feedback types
- Definition of types of uptake
- Results
- Frequency of feedback
- Frequency of feedback according to linguistic category
- Responses to feedback
- Discussion
- Characteristics of task-based interaction in the current study
- Factors affecting frequent classroom interaction
- Conclusion and implications of the study
- Limitations and suggestions for further research
- References
- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom
- Introduction
- Incidental learner-generated focus on form
- Research in foreign language contexts
- Sociocognitive influences on FOF
- The study
- Context and participants
- Data collection and analysis
- Results
- Descriptive quantitative data
- Case study: Sociocognitive influences on FOF
- Background information
- Keita and Nao (OP1)
- Sociocognitive aspects of the interaction
- Keita and Ken (OP3)
- Sociocognitive aspects of the interaction
- Discussion
- Conclusion
- Acknowledgements
- References
- Chapter 9. Qualitative differences in novice teachers' enactment of task-based language teaching in Hong Kong primary classrooms
- Introduction and background
- Task-based language teaching in Hong Kong
- Task complexity/difficulty in task design and task implementation
- Managing demands
- Research question
- Method and data collection
- Teacher participants
- Tasks
- Data collection
- Data analysis
- Findings
- Strategic use of visual support to manage task demands
- Contextualizing input
- Simultaneous attention to task demands and progression in complexity
- Provision of scaffolding through task sequencing and adjustment of task variables
- Creating conditions for noticing form and salient features
- Creating conditions for restructuring to occur
- Students' work
- Discussion
- Interweaving focus on form and on meaning
- Scaffolding by interweaving task demands and task sequencing
- Creating conditions for noticing form and salient features
- Creating conditions for restructuring to occur
- Conclusions and implications
- References
- Appendix A
- Appendix B
- Appendix C
- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context
- Introduction
- Task-based language teaching in a Korean EFL context
- Computer-assisted language learning in a Korean EFL context
- The study
- Method
- Participants
- Procedures
- Data analysis
- Results and discussion
- Students' reactions
- Teacher's reactions
- Conclusion
- References
- Appendix A
- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela
- Introduction and context of the study
- TBLT in EFL settings and authentic, purposeful communication
- Purpose and rationale of the study
- The study
- Participants
- Research questions
- The project-based task
- Pre-task: Planning
- Task: Oral report
- Post-task: Review
- Assessment and evaluation
- Data collection
- Procedure of analysis
- Findings
- Areas of reported teaching and learning improvement
- Language abilities
- Strategy development for learning and teaching
- Student perceptions towards the project-based task
- Peer assessment
- Discussion
- Implications of the study
- Constraints of the study and conclusion
- References
- Appendix A
- Appendix B
- Appendix C
- Appendix D
- Appendix E
- Chapter 12. Task-based language teacher education in an undergraduate program in Japan
- Introduction
- Policy background
- Rationale
- The integrated English seminar: Approaches to TESOL
- The present study
- Methods
- Participants
- Procedures
- Results
- What outcomes do participants say they gained through each of the teaching tasks?
- What do classroom discussions suggest about the nature of practical knowledge gains?
- How do seminar participants' attitudes toward task-based language teaching compare with those of their peers?
- Summary and conclusions
- Acknowledgements
- References
- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan
- Introduction
- A formative assessment cycle in TBLT
- An empirical investigation of a formative assessment cycle in a Japanese context
- Method
- Participants
- The task
- Materials
- Procedure
- Analysis
- Results
- The application of the assessment criteria
- The range of student competence to deliver a powerpoint presentation
- The difficulty level of the task requirements
- The holistic "call to action" evaluation
- A more refined account of students' task performances
- A discourse analysis of student FDX2's task performance
- Discussion
- Conclusion
- References
- Appendix A
- Appendix B
- Appendix C
- Chapter 14. Language teachers' perceptions of a task-based learning programme in a French University
- Theoretical background and context of the study
- Introduction
- Managing resistance to change in the French context
- Rationale for the TBLT programme
- Programme design
- Redefinition of the teacher's role
- Empirical study
- Aims of the study
- Methods
- Participants
- Interviews
- Results
- Main themes reported by teachers
- Beliefs about second language acquisition
- Teachers' beliefs about their pedagogical roles
- Teachers' perceptions of the practical implications of the TBLT programme
- Discussion
- Conclusion
- References
- Epilogue. What is next for task-based language teaching?
- Chapter 15. TBLT in EFL settings
- Introduction
- Research methodologies used
- Contextual adaptations to TBLT
- TBLT in Chinese contexts
- Hong Kong
- China
- Assessment and TBLT
- Teacher education and TBLT
- Future developments in TBLT
- References
- About the contributors
- Index
