Input-based Tasks in Foreign Language Instruction for Young Learners

ORCID logoNatsuko Shintani | 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*
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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 53 other publications

Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Andon, Nick
2018. Chapter 5. Optimal conditions for TBLT?. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 132 ff. DOI 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. DOI logo
Beaulieu, Suzie, Véronique Fortier, Catherine Fillion, Chanelle Tremblay & Julie Damiens
2023. « Ils vont – bientôt, ils ont – fini » : développement de tâches basées sur la compréhension pour des adultes en apprentissage de la langue et de la littératie. The Canadian Modern Language Review 79:1  pp. 1 ff. DOI logo
Bryfonski, Lara
2021. From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research  pp. 136216882110265 ff. DOI 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 DOI logo
Burri, Michael
2018. Empowering Nonnative‐English–Speaking Teachers in Primary School Contexts: An Ethnographic Case Study. TESOL Journal 9:1  pp. 185 ff. DOI logo
Burri, Michael, Jessica Mantei & Lisa Kervin
2022. “This side is the real world and the other one is like Minecraft”. Language Teaching for Young Learners 4:2  pp. 192 ff. DOI logo
Bygate, Martin
2016. TBLT through the lens of applied linguistics. ITL - International Journal of Applied Linguistics 167:1  pp. 3 ff. DOI logo
Bygate, Martin, Virginia Samuda & Kris Van den Branden
2021. A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 27 ff. DOI logo
Chung, Yoojin & Andrea Révész
2024. Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners. Language Teaching Research 28:2  pp. 632 ff. DOI logo
East, Martin
2017. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50:3  pp. 412 ff. DOI logo
East, Martin, Constanza Tolosa, Jocelyn Howard, Christine Biebricher & Adèle Scott
2022. Beginning the Journeys Towards Intercultural Capability. In Journeys Towards Intercultural Capability in Language Classrooms [Intercultural Communication and Language Education, ],  pp. 1 ff. DOI logo
Ellis, Rod
2017. Position paper: Moving task-based language teaching forward. Language Teaching 50:4  pp. 507 ff. DOI logo
Ellis, Rod
2019. Towards a modular language curriculum for using tasks. Language Teaching Research 23:4  pp. 454 ff. DOI logo
Ellis, Rod
2020. Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners 2:1  pp. 4 ff. DOI logo
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019. Task-Based Language Teaching, DOI logo
Erlam, Rosemary
2019. Chapter 10. Input-based tasks in the French language classroom. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 229 ff. DOI 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. DOI 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. DOI 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. DOI logo
Hsieh, Wen-Min, Hui-Chin Yeh & Nian-Shing Chen
2023. Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate. Computer Assisted Language Learning  pp. 1 ff. DOI logo
Jackson, Daniel O.
2022. Task-Based Language Teaching, DOI logo
Jackson, Daniel O. & Alfred Rue Burch
2017. Complementary Theoretical Perspectives on Task‐Based Classroom Realities. TESOL Quarterly 51:3  pp. 493 ff. DOI logo
Jia, Shijiao & Madhubala Bava Harji
2023. Themes, knowledge evolution, and emerging trends in task-based teaching and learning: A scientometric analysis in CiteSpace. Education and Information Technologies 28:8  pp. 9783 ff. DOI logo
Kim, YouJin, Sanghee Kang, Meredith D’Arienzo & Naoko Taguchi
2023. Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes. Language Teaching Research DOI logo
Lambert, Craig
2019. Introduction. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 1 ff. DOI logo
Lambert, Craig
2019. Referent Similarity and TBLT. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 117 ff. DOI logo
Lee, Minjin & Andrea Révész
Leeming, Paul & Justin Harris
2022. Self-Determination theory and tasks. TASK. Journal on Task-Based Language Teaching and Learning 2:2  pp. 164 ff. DOI logo
Long, Michael H., Jiyong Lee & Kyoko Kobayashi Hillman
2019. Task-Based Language Learning. In The Cambridge Handbook of Language Learning,  pp. 500 ff. DOI logo
M. Norris, John & John McE. Davis
2021. Evaluating Task-Based Language Programs. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 529 ff. DOI logo
Mayo, María del Pilar García
2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 397 ff. DOI logo
Moore, Paul J.
2022. Task-Based Language Teaching (TBLT) in Japanese EFL Contexts. In International Handbook on Education Development in Asia-Pacific,  pp. 1 ff. DOI logo
Moore, Paul J.
2023. Task-Based Language Teaching (TBLT) in Japanese EFL Contexts. In International Handbook on Education Development in the Asia-Pacific,  pp. 661 ff. DOI 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 DOI logo
Newton, Jonathan
2021. The Adoption of Task-Based Language Teaching in Diverse Contexts. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 649 ff. DOI logo
Park, Yujong
2023. Task type completion in lower level EFL classes: A conversation analytic study. Language Teaching Research 27:6  pp. 1352 ff. DOI logo
Phuong Thao, Le Hong & John Macalister
2024. Engagement in oral production. Language Teaching for Young Learners 6:1  pp. 32 ff. DOI logo
Pinter, Annamaria
2019. Agency and technology-mediated task repetition with young learners. Language Teaching for Young Learners 1:2  pp. 139 ff. DOI logo
Révész, Andrea
2019. Replication in task-based language teaching research: Kim (2012) and Shintani (2012). Language Teaching 52:3  pp. 374 ff. DOI logo
Samuda, Virginia & Martin Bygate
2021. Exploring the Nuts and Bolts of Task Design. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 262 ff. DOI logo
Samuda, Virginia, Martin Bygate & Kris Van den Branden
2018. Introduction. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 2 ff. DOI logo
Shintani, Natsuko
2018. Chapter 10. Mediating input-based tasks for beginner learners through task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 255 ff. DOI logo
Taguchi, Naoko & YouJin Kim
2018. Chapter 1. Task-based approaches to teaching and assessing pragmatics. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 2 ff. DOI logo
Tigchelaar, Magda, Virginia David, Amira Eldemerdash, Selena Protacio & Susan Piazza
2023. K-12 content teachers designing language tasks: A follow-up to Erlam, 2016. Language Teaching Research  pp. 136216882211484 ff. DOI logo
Van Gorp, Koen & Kris Van den Branden
2022. TBLT in context. TASK. Journal on Task-Based Language Teaching and Learning 2:2  pp. 269 ff. DOI logo
Vieira, Flávia, Sandie Mourão, Ana Isabel Andrade, Mário Cruz, José Reis-Jorge, Carolyn Leslie, Maria Isabel Orega, Ana Sofia Pinho, Elisabete Mendes Silva & Ana Raquel Simões
2022. Primary English teacher education in Portugal: an exploratory study. European Journal of Teacher Education  pp. 1 ff. DOI logo
Wong, Steven & Natsuko Shintani
Wouters, Isabelle, Nina Woll & Pierre-Luc Paquet
2023. Modelling plurilingual instruction through a crosslinguistic-communicative task sequence. TASK. Journal on Task-Based Language Teaching and Learning 3:1  pp. 28 ff. DOI logo
[no author supplied]
2021. Input. In SLA Applied,  pp. 15 ff. DOI logo

This list is based on CrossRef data as of 21 april 2024. 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.


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CJA: Language teaching theory & methods

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U.S. Library of Congress Control Number:  2015050476 | Marc record