Input-based Tasks in Foreign Language Instruction for Young Learners
Author
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
© John Benjamins Publishing Company
Table of Contents
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Acknowledgement | pp. xi–xii
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Series Editors' Preface | p. xi
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Chapter 1. Getting started with task-based teaching | pp. 1–10
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Chapter 2. Task-based language teaching in “difficult’ contexts: Pedagogical issues | pp. 11–30
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Chapter 3. Theoretical foundation of task-based language teaching | pp. 31–60
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Chapter 4. Introducing the comparative method study of PPP and TBLT | pp. 61–80
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Chapter 5. Comparing the process features of the two types of instruction | pp. 81–112
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Chapter 6. Learning vocabulary through PPP and TBLT | pp. 113–128
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Chapter 7. Incidental acquisition of grammatical features in PPP and TBLT | pp. 129–142
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Chapter 8. Theoretical implications of the study | pp. 143–154
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Chapter 9. Pedagogical implications of the study | pp. 155–170
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Chapter 10. Conclusion | pp. 171–174
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References | pp. 175–188
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Appendices | pp. 189–198
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Index | pp. 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.”
Michael H. Long, University of Maryland
“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.”
Jonathan Newton, Victoria University of Wellington
“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.”
Marie Jouannaud, University of Grenoble-Alpes, on Linguist List 28.716 (2017)
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This list is based on CrossRef data as of 21 march 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.
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General