Mike Long

Second Language Acquisition and Task-Based Language Teaching (eBook, ePUB)

• Format: ePub

Produktbeschreibung

This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. * Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education * Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation * Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience * Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning

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Produktdetails

• Verlag: Wiley
• Seitenzahl: 496
• Erscheinungstermin: 31. Juli 2014
• Englisch
• ISBN-13: 9781118882214
• Artikelnr.: 41330764

Autorenporträt

Mike Long is Professor of SLA at the University of Maryland, College Park, USA, where he teaches in the Advanced Graduate Certificate, M.A. and Ph.D. in SLA programs. His recent publications include Sensitive periods, language aptitude, and ultimate L2 attainment (2013), The Handbook of Language Teaching (Wiley-Blackwell, 2009), Problems in SLA (2007), Second Language Needs Analysis (2005), and The Handbook of Second Language Acquisition (Blackwell, 2003).

Inhaltsangabe

Preface and Acknowledgments xi Part One Theory and Research 1 1 Why TBLT? 3
1.1. The Importance of Second Language Learning and Teaching in the
Twenty-First Century 3 1.2. TBLT and the Meaning of 'Task' 5 1.3. A
Rationale for TBLT 7 1.3.1. Consistency with SLA theory and research
findings 7 1.3.2. Basis in philosophy of education 9 1.3.3. Accountability
9 1.3.4. Relevance 10 1.3.5. Avoidance of known problems with existing
approaches 12 1.3.6. Learner-centeredness 13 1.3.7. Functionality 13 1.4.
Summary 14 1.5. Suggested Readings 14 2 SLA and the Fundamental LT Divide
16 2.1. Interventionist and Non-Interventionist Positions 16 2.1.1.
Interventionist positions 17 2.1.2. Non-interventionist positions 18 2.2.
Synthetic and Analytic Approaches to LT 19 2.2.1. Synthetic approaches 19
2.2.2. Analytic approaches 20 2.3. Problems with Synthetic Approaches and
Focus on Forms 21 2.4. Problems with Analytic Approaches and Focus on
Meaning 25 2.5. A Third Option: Analytic Approaches with a Focus on Form 27
2.6. A Role for Instructed Second Language Acquisition (ISLA) Research 28
2.7. Summary 29 2.8. Suggested Readings 29 3 Psycholinguistic
Underpinnings: A Cognitive-Interactionist Theory of Instructed Second
Language Acquisition (ISLA) 30 3.1. Theoretical Disunity in Second Language
Acquisition (SLA) 30 3.2. When Knowledge Is Incomplete: The Role of Theory
33 3.3. A Cognitive-Interactionist Theory of ISLA: Problems and
Explanations 36 P1. Purely incidental and implicit child L1A is
overwhelmingly successful 36 P2. Purely incidental and implicit adult L2A
is highly variable and largely unsuccessful 37 E1. Adult SLA is
maturationally constrained 38 E2. Adults, so defi ned, are partially
"disabled" language learners 41 P3. Some classes of linguistic features in
adult SLA are fragile 43 E3. Implicit learning is still the default
learning mechanism 43 E4. Explicit learning (including focal attention) is
required to improve implicit processing in adult SLA but is constrained 49
E5. Attention is critical, at two levels 51 E6. The interaction hypothesis
52 E7. The role of negative feedback, including recasts 54 P4. Success and
failure in adult SLA vary among and within individuals 57 E8. Individual
differences, especially input sensitivity, and linguistic differences,
especially perceptual saliency, are responsible for variability in, and
within, ultimate L2 attainment 58 3.4. Summary 60 3.5. Suggested Readings
61 4 Philosophical Underpinnings: L'education Integrale 63 4.1. TBLT's
Philosophical Principles: Origins and Overview 63 4.2. L'education
Integrale and Learning by Doing 66 4.3. Individual Freedom 69 4.4.
Rationality 71 4.5. Emancipation 72 4.6. Learner-Centeredness 75 4.7.
Egalitarian Teacher-Student Relationships 76 4.8. Participatory Democracy
77 4.9. Mutual Aid and Cooperation 79 4.10. Summary 82 4.11. Suggested
Readings 82 Part Two Design and Implementation 85 5 Task-Based Needs and
Means Analysis 87 5.1. Why Needs Analysis? 87 5.2. Needs Analysis and
Learner Diversity 89 5.3. Doubts about Needs Analysis 92 5.3.1. General
English for all 93 5.3.2. The ex post facto process syllabus 93 5.3.3. Felt
needs or objective needs? 93 5.3.4. Learner heterogeneity 94 5.3.5. Surface
linguistic features or underlying technical competence? 95 5.3.6. The dark
side? 96 5.4. The Growth of Needs Analysis 98 5.4.1. The Council of
Europe's unit credit system 99 5.4.2. Munby's Communication Needs Processor
(CNP) and its critics 101 5.5. Task as the Unit of (Needs) Analysis 108
5.5.1. Tasks defined 108 5.5.2. Avoiding the traditional bottleneck in
needs analysis 110 5.5.3. The availability of ready-made task-based
analyses 111 5.6. Means Analysis 112 5.7. Summary 115 5.8. Suggested
Readings 116 6 Identifying Target Tasks 117 6.1. Sources of Information 117
6.1.1. Published and unpublished literature 118 6.1.2. The learners 127
6.1.3. Applied linguists 130 6.1.4. Domain experts 135 6.1.5. Triangulated
sources 136 6.2. Methods 139 6.2.1. The use of multiple measures and their
sequencing 139 6.2.2. Sampling 146 6.2.3. Expert and non-expert intuitions
147 6.2.4. Interviews 149 6.2.5. Questionnaire surveys 152 6.2.6. Language
audits 156 6.2.7. Participant and non-participant observation 157 6.2.8.
Journals and logs 162 6.2.9. Proficiency measures 165 6.2.10. Triangulation
by methods and sources: the flight attendants study 166 6.3. Summary 167
6.4. Suggested Readings 168 7 Analyzing Target Discourse 169 7.1.
Conventional Approaches to Language Analysis for Language Teaching (LT) 169
7.2. The Dynamic Qualities of Target Discourse 171 7.2.1. Boswood and
Marriot's "ethnographic approach" to NA 172 7.2.2. Mohan and Marshall
Smith's "language socialization" approach to NA 175 7.2.3. Watson-Gegeo's
true ethnography and "thick explanation" 177 7.2.4. TBLT 179 7.3. Discourse
Analysis (DA) and Analysis of Discourse (AD) 180 7.3.1. Discourse analysis
180 7.3.2. Analysis of discourse 181 7.3.3. Sampling and data collection
185 7.4. Analysis of Target Discourse: Five Cases 187 7.4.1. The railway
ticket purchase 188 7.4.2. Japanese tourist shopping 191 7.4.3. Doing
architecture 195 7.4.4. Buying and selling a cup of coff ee 198 7.4.5. When
small talk is a big deal 201 7.5. Summary 203 7.6. Suggested Readings 203 8
Task-Based Syllabus Design 205 8.1. Some Minimum Requirements 205 8.2. The
Unit of Analysis 206 8.2.1. The structural, or grammatical, syllabus 207
8.2.2. The notional-functional syllabus 208 8.2.3. The lexical syllabus 210
8.2.4. Topical and situational syllabi 212 8.2.5. The content syllabus 214
8.2.6. The procedural syllabus 216 8.2.7. The process syllabus 219 8.2.8.
The task syllabus 221 8.2.9. The hybrid syllabus 222 8.3. Selection 223
8.3.1. Target tasks and target task-types 223 8.3.2. Pedagogic tasks 225
8.4. Grading 227 8.4.1. Valency and criticality 227 8.4.2. Frequency 228
8.4.3. Learnability 230 8.4.4. Complexity and difficulty 230 8.4.5. Some
research findings on pedagogic task-types 241 8.5. Summary 245 8.6.
Suggested Readings 246 9 Task-Based Materials 248 9.1. Desirable Qualities
of Pedagogic Tasks (PTs) 248 9.2. Input Simplification and Elaboration 250
9.2.1. Genuineness, input simplification, and authenticity 250 9.2.2. Input
elaboration 251 9.2.3. The Paco sentences 252 9.2.4. Effects of
simplification and elaboration on L2 comprehension and acquisition 255 9.3.
Sample Task-Based Materials 259 9.3.1. Preliminaries 259 9.3.2. Sample
modules for true and false beginners 260 9.3.2.1. Geometric figures tasks
(matching shapes) 261 9.3.2.2. "Spot-the-difference" tasks 264 9.3.3.
Sample modules for elementary learners 269 9.3.3.1. Obtaining and following
street directions 269 9.3.3.2. Decoding drug labels 274 9.3.4. Sample
modules for intermediate learners 279 9.3.4.1. Negotiating a police traffic
stop 279 9.3.4.2. Delivering a sales report 287 9.3.5. Sample modules for
advanced learners 291 9.3.5.1. A complex political issue 291 9.3.5.2
Attending an academic lecture 295 9.4. Summary 297 9.5. Suggested Readings
298 10 Methodological Principles and Pedagogic Procedures 300 10.1.
Methodological Principles (MPs), Pedagogic Procedures (PPs), and Evaluation
Criteria (EC) 300 10.1.1. Methodological principles 301 10.1.2. Pedagogic
procedures 301 10.1.3. Evaluation criteria 304 10.2. Ten Methodological
Principles 305 10.2.1. MP1: Use task, not text, as the unit of analysis 305
10.2.2. MP2: Promote learning by doing 306 10.2.3. MP3: Elaborate input 306
10.2.4. MP4: Provide rich input 306 10.2.5. MP5: Encourage inductive
"chunk" learning 307 10.2.6. MP6: Focus on form 316 10.2.7. MP7: Provide
negative feedback 321 10.2.8. MP8: Respect learner syllabi and
developmental processes 323 10.2.9. MP9: Promote cooperative collaborative
learning 324 10.2.10. MP10: Individualize instruction 325 10.3. Pedagogic
Procedures 326 10.4. Summary 327 10.5. Suggested Readings 327 11 Task-Based
Assessment and Program Evaluation 329 11.1. Task-Based,
Criterion-Referenced Performance Tests 329 11.2. Task Completion and/or
Language Abilities? 332 11.3. Target Tasks or Underlying Constructs and
Abilities? 334 11.4. The Transferability of Task-Based Abilities 336 11.5.
Program Evaluation 341 11.5.1. Some general requirements on TBLT
evaluations 341 11.5.2. Laboratory and classroom studies 343 11.5.3.
Research findings on MPs 345 11.5.4. Evaluating task-based courses and
programs 347 11.5.4.1. Establishing construct validity 347 11.5.4.2. Sample
evaluations and findings 350 11.6. Summary 364 11.7. Suggested Readings 365
Part Three The Road Ahead 367 12 Does TBLT Have a Future? 369 12.1.
Diffusion of Innovation 369 12.2. A Research Program for TBLT 373 12.3.
Building the Road as We Travel 374 References 376 Appendix: List of
Abbreviations 433 Index 436

Rezensionen

"A compelling case for the integration of Second Language Acquisition theory and research findings with the systematic framework of Task-Based Language Teaching, culminating in a comprehensive approach to language educational design, implementation, and evaluation. Readers will benefit not only from the book's groundings in psycholinguistic as well as philosophical (indeed, social justice) rationales, but also from the copious examples and illustrations, including everything from needs analysis to materials design and pedagogic practice." -John Norris, Georgetown University

"This volume is a must-read for anyone who aims to discover what task-based language teaching is really about. Well documented, thought-provoking, eloquently written and, above all, sharply to the point!" -Kris Van den Branden, Katholieke Universiteit Leuven, Belgium

"A major achievement--a research-based pedagogy for task-based instruction." -Peter Skehan, St. Mary's University, Twickenham, U