Input-based Tasks in Foreign Language Instruction for Young Learners

| University of Auckland
ISBN 9789027207333 | EUR 95.00 | USD 143.00
ISBN 9789027207340 | EUR 33.00 | USD 49.95
ISBN 9789027267306 | EUR 95.00/33.00*
| USD 143.00/49.95*
The book examines how task-based language teaching (TBLT) can be carried out with young beginner learners in a foreign language context. It addresses how TBLT can be introduced and implemented in a difficult instructional context where traditional teaching approaches are entrenched. The book reports a study that examined how TBLT can be made to work in such a context. The study compares the effectiveness of TBLT and the traditional “present-practice-produce” (PPP) approach for teaching English to young beginner learners in Japan. The TBLT researched in this study is unique as it employed input-based tasks rather than oral production tasks. The study shows that such tasks constitute an ideal means of inducting beginner learners into listening and processing English. It also shows that such tasks lead naturally to the learners trying to use the L2 in communication. It provides evidence to support the claim that TBLT promotes the kind of naturalistic interaction which is beneficial for the development of both interactional and linguistic competence. The book concludes with suggestions for how to implement TBLT in Japanese school contexts.
[Task-Based Language Teaching, 9]  2016.  xi, 199 pp.
Publishing status: Available
Table of Contents
“Natsuko Shintani’s impressive new book combines deep understanding of the theory and research behind TBLT, practical insights from her personal teaching experience, sample materials for implementing TBLT at the classroom level, and some of the finest L2 classroom research to date on this or any other topic. Highly recommended.”
“This ground-breaking book offers an articulate, persuasive and empirically-based case for task-based learning (TBL) in “difficult” contexts. It is a work of true originality in at least three respects - its innovative approach to input-based tasks; its focus on TBL for beginning learners of pre-primary school age; and in the comprehensive PPP-TBLT method comparison study reported herein. This book is essential reading for researchers and students of TBLT and instructed second language acquisition.”
“This is an excellent book, well written, thought-provoking and just with the right balance between theory and practice. It fulfills its main goal by showing that task-based instruction is feasible with young beginners, at least as effective as other methods, and conducive to natural FL classroom interactions, provided it is input-based and teacher-led. It is highly recommend to SLA researchers and practioners, including classroom teachers and teacher trainees.”
Cited by

Cited by 38 other publications

No author info given
2022.  In How to Teach an Additional Language [Task-Based Language Teaching, 15], Crossref logo
No author info given
2022.  In Pedagogical Realities of Implementing Task-Based Language Teaching [Task-Based Language Teaching, 14], Crossref logo
Mohammad Javad Ahmadian & Michael H. Long
2021.  In The Cambridge Handbook of Task-Based Language Teaching, Crossref logo
Andon, Nick
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 132 ff. Crossref logo
Beaulieu, Suzie, Véronique Fortier, Julie Damiens, Carl Laberge & Catherine Fillion
2021. Développer des connaissances lexicales et grammaticales sans support écrit et sans production grâce à une approche par tâches basée sur la compréhension. La Revue de l’AQEFLS 33:1  pp. 12 ff. Crossref logo
Bryfonski, Lara
2021. From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research  pp. 136216882110265 ff. Crossref logo
Bui, Le Diem Trang
2021. Adoption of TBLT at a primary school in Vietnam: A case study. Can Tho University Journal of Science 13:2 Crossref logo
Burri, Michael
2018. Empowering Nonnative-English-Speaking Teachers in Primary School Contexts: An Ethnographic Case Study. TESOL Journal 9:1  pp. 185 ff. Crossref logo
Bygate, Martin
2016. TBLT through the lens of applied linguistics. ITL - International Journal of Applied Linguistics 167:1  pp. 3 ff. Crossref logo
Bygate, Martin, Virginia Samuda & Kris Van den Branden
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 27 ff. Crossref logo
Chung, Yoojin & Andrea Révész
2021. Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners. Language Teaching Research  pp. 136216882110050 ff. Crossref logo
East, Martin
2017. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50:3  pp. 412 ff. Crossref logo
East, Martin, Constanza Tolosa, Jocelyn Howard, Christine Biebricher & Adèle Scott
2022.  In Journeys Towards Intercultural Capability in Language Classrooms [Intercultural Communication and Language Education, ],  pp. 1 ff. Crossref logo
Ellis, Rod
2017. Position paper: Moving task-based language teaching forward. Language Teaching 50:4  pp. 507 ff. Crossref logo
Ellis, Rod
2019. Towards a modular language curriculum for using tasks. Language Teaching Research 23:4  pp. 454 ff. Crossref logo
Ellis, Rod
2020. Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners 2:1  pp. 4 ff. Crossref logo
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019.  In Task-Based Language Teaching, Crossref logo
Erlam, Rosemary
2019.  In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 229 ff. Crossref logo
Erlam, Rosemary & Rod Ellis
2019. Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018). Language Teaching 52:4  pp. 490 ff. Crossref logo
Frijns, Carolien & Kris Van den Branden
2021. Unlocking the power of productive classroom talk for early second language acquisition. TASK. Journal on Task-Based Language Teaching and Learning 1:1  pp. 71 ff. Crossref logo
Harris, Justin & Paul Leeming
2022. The impact of teaching approach on growth in L2 proficiency and self-efficacy. Journal of Second Language Studies 5:1  pp. 114 ff. Crossref logo
Jackson, Daniel O. & Alfred Rue Burch
2017. Complementary Theoretical Perspectives on Task-Based Classroom Realities. TESOL Quarterly 51:3  pp. 493 ff. Crossref logo
Lambert, Craig
2019.  In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 1 ff. Crossref logo
Lambert, Craig
2019.  In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 117 ff. Crossref logo
Lee, Minjin & Andrea Révész
Long, Michael H., Jiyong Lee & Kyoko Kobayashi Hillman
2019.  In The Cambridge Handbook of Language Learning,  pp. 500 ff. Crossref logo
M. Norris, John & John McE. Davis
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 529 ff. Crossref logo
Mayo, María del Pilar García
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 397 ff. Crossref logo
Nakata, Yoshiyuki, Osamu Ikeno, Yuzo Kimura, Naoyuki Naganuma & Stephen Andrews
2018. Assessing Japanese teachers’ classroom English “internationally”: implications for the development of classroom English language benchmarks in Japan. Language Testing in Asia 8:1 Crossref logo
Newton, Jonathan
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 649 ff. Crossref logo
Park, Yujong
2021. Task type completion in lower level EFL classes: A conversation analytic study. Language Teaching Research  pp. 136216882098795 ff. Crossref logo
Pinter, Annamaria
2019. Agency and technology-mediated task repetition with young learners. Language Teaching for Young Learners  pp. 139 ff. Crossref logo
Révész, Andrea
2019. Replication in task-based language teaching research: Kim (2012) and Shintani (2012). Language Teaching 52:3  pp. 374 ff. Crossref logo
Samuda, Virginia & Martin Bygate
2021.  In The Cambridge Handbook of Task-Based Language Teaching,  pp. 262 ff. Crossref logo
Samuda, Virginia, Martin Bygate & Kris Van den Branden
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 2 ff. Crossref logo
Shintani, Natsuko
2018.  In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 255 ff. Crossref logo
Taguchi, Naoko & YouJin Kim
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 2 ff. Crossref logo
Wong, Steven & Natsuko Shintani
2021. Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation skills. Language Teaching for Young Learners 3:1  pp. 159 ff. Crossref logo

This list is based on CrossRef data as of 20 may 2022. 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
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2015050476 | Marc record