Input-based Tasks in Foreign Language Instruction for Young Learners

| University of Auckland
HardboundAvailable
ISBN 9789027207333 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027207340 | EUR 33.00 | USD 49.95
 
e-Book
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
Acknowledgement
xi–xii
Series Editors' Preface
xi
Chapter 1. Getting started with task-based teaching
1–10
Chapter 2. Task-based language teaching in “difficult’ contexts: Pedagogical issues
11–30
Chapter 3. Theoretical foundation of task-based language teaching
31–60
Chapter 4. Introducing the comparative method study of PPP and TBLT
61–80
Chapter 5. Comparing the process features of the two types of instruction
81–112
Chapter 6. Learning vocabulary through PPP and TBLT
113–128
Chapter 7. Incidental acquisition of grammatical features in PPP and TBLT
129–142
Chapter 8. Theoretical implications of the study
143–154
Chapter 9. Pedagogical implications of the study
155–170
Chapter 10. Conclusion
171–174
References
175–188
Appendices
189–198
Index
199–200
“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.”
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Andon, Nick
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 132 ff. 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
East, Martin
2017. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50:3  pp. 412 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
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
2020. PROMOTING GRAMMATICAL DEVELOPMENT THROUGH CAPTIONS AND TEXTUAL ENHANCEMENT IN MULTIMODAL INPUT-BASED TASKS. Studies in Second Language Acquisition 42:3  pp. 625 ff. Crossref logo
Long, Michael H., Jiyong Lee & Kyoko Kobayashi Hillman
2019.  In The Cambridge Handbook of Language Learning,  pp. 500 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
Pinter, Annamaria
2019. Agency and technology-mediated task repetition with young learners. Language Teaching for Young Learners 1:2  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 & 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

This list is based on CrossRef data as of 25 september 2020. 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
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2015050476