Task-Based Language Teaching in Foreign Language Contexts
Research and implementation
Editors
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.
[Task-Based Language Teaching, 4] 2012. xix, 364 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Preface | pp. xi–xiv
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ForewordTeresa Pica | pp. xv–xx
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Chapter 1. Introduction: Broadening the perspective of task-based language teaching scholarship: The contribution of research in foreign language contextsAli Shehadeh | pp. 1–20
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Section I. Variables affecting task-based language learning and performance
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Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral productionShoko Sasayama and Shinichi Izumi | pp. 23–42
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Chapter 3. Measuring task complexity: Does EFL proficiency matter?Aleksandra Malicka and Mayya Levkina | pp. 43–66
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Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learnersZubeyde Sinem Genc | pp. 67–88
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Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing settingYukie Horiba and Keiko Fukaya | pp. 89–108
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Chapter 6. Task structure and patterns of interaction: What can we learn from observing native speakers performing tasks?James Hobbs | pp. 109–134
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Section II. Implementation of task-based language teaching
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Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in ChinaNoriko Iwashita and Huifang (Lydia) Li | pp. 137–162
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Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroomPaul J. Moore | pp. 163–186
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Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classroomsSui Ping (Shirley) Chan | pp. 187–214
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Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL contextMoonyoung Park | pp. 215–240
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Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in VenezuelaCarmen Teresa Chacón | pp. 241–266
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Chapter 12. Task-based language teacher education in an undergraduate program in JapanDaniel O. Jackson | pp. 267–286
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Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in JapanChristopher Weaver | pp. 287–312
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Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French UniversityJulie McAllister, Marie-Françoise Narcy-Combes and Rebecca Starkey-Perret | pp. 313–342
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Epilogue. What is next for task-based language teaching?
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Chapter 15. TBLT in EFL settings: Looking back and moving forwardDavid Carless | pp. 345–358
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About the contributors | pp. 359–362
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Index | pp. 363–364
“Swan (2005) claimed that task-based instruction was not suited to ‘acquisition-poor environments’ by which he meant foreign language contexts where there are limited opportunities for using the L2 outside the classroom. I have always argued that task-based instruction is, in fact, more relevant to such contexts in order to ensure that learners have opportunities to experience the L2 under real-operating conditions. Thus, I especially welcome this book which focuses on research that has investigated the design and implementation of tasks for foreign language learners.”
Rod Ellis, The University of Auckland
“If the scholarly community needed yet more evidence for the continued vibrancy of the construct task, Task-based language teaching in foreign language contexts: Research and implementation, provides just that! As editors Ali Shehadeh and Christine Coombe have assembled a far-flung group of authors whose contributions make eminently clear that TBLT has much to gain by spreading its wings geographically around the globe into diverse foreign language, as compared to second language contexts. From exciting avenues for reconsidering pressing research foci and pertinent methodologies, to the often remarkable impact of particular educational policies, to the central role of teacher education in order to make TBLT pedagogies happen in the varied settings for FL teaching and learning, to reshaping assessment in an often-times assessment-driven environment, the volume offers its readers a most welcome encouragement to think globally while acting locally on behalf of their own foreign language learners.”
Heidi Byrnes, George M. Roth Distinguished Professor of German, Georgetown University
“Exploring recent as well as new issues in TBLT research, this important book provides insights into task-based pedagogy, testing and teacher education across a wide range of foreign language classrooms and educational settings. The successes, challenges and perceptions of TBLT richly described in each of the Foreign Language contexts studied make this an invaluable contribution to current understanding of the ways in which task-based instruction can be implemented around the world [...]. Essential reading for language teaching professionals and instructed language acquisition researchers!”
Peter Robinson, Aoyama Gakuin University
“Overall, it is my belief that this volume addresses a significant gap in the literature on language education by bringing to the forefront the under-represented realities of the periphery of the English-speaking world. The dual focus of the book bridges the gap between research and practice, and the papers in the volume make a case for the feasibility of applying task-based pedagogy in a variety of settings. In doing so, the collection makes a valuable contribution to the on-going debate regarding the role of TBLT in English Language Teaching.”
Achilleas I. Kostoulas, University of Manchester, on Linguist List 24.1720, 2013
“This book demonstrates that TBLT research continues to expand and develop in new and important directions and provides original articles that make a significant contribution to TBLT Research. As such, this edited volume will be of interest to researchers as well as program directors and classroom educators looking to incorporate TBLT.”
Jason Moser, Osaka Shoin Women's University, in JALT 35(2): 223-225, 2013
“
Task-Based Language in Foreign Language Contexts successfully showcases the work of practitioners seeking to discover how to better implement TBLT in their classes. The book provides a wealth of helpful examples in the form of class materials and research inventories, all of which can be found in the appendices. This book would serve as a helpful resource for graduate students looking for examples of classroom research on TBLT. The questions and findings of the contributors will certainly stimulate lively debate as well as the desire for further investigation, especially among those committed to researching the efficacy of TBLT in second language classrooms around the world.”
Gregory Hadley, Niigata University of International and Information Studies, in System XXX (1-2), 2014
“This new book is a real find. Everyone interested in task-based learning should give a read.”
Sandee Thompson, College of the North Atlantic, Doha, in Voices issue 234, 2013
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Han, ZhaoHong
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Annual Review of Applied Linguistics 38 ► pp. 162 ff.
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Jackson, Daniel O.
2022. .
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Jia, Shijiao & Madhubala Bava Harji
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Education and Information Technologies
Liu, Chunyan & Rui Guo
2020. A Study of Localization of Task-Based Language Teaching in China.
Chinese Journal of Applied Linguistics 43:2 ► pp. 205 ff.
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2017. Procedural repetition in task-based interaction among young EFL learners.
ITL - International Journal of Applied Linguistics 168:2 ► pp. 183 ff.
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Michońska-Stadnik, Anna
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This list is based on CrossRef data as of 03 february 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General