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This comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners' task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT).
The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design.
With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced students and researchers of second language acquisition, applied linguistics, psychology, education, and related areas.
List of contents
List of Contributors
Foreword
Jean-Marc Dewaele
Introduction
1. The Role of the Learner in Task-Based Language Teaching
Craig Lambert, Scott Aubrey and Gavin Bui
Part 1: Theory
2. Personal Investment in TBLT
Craig Lambert
3. Willingness to Communicate in TBLT
Scott Aubrey and Tomoko Yashima
4. Emotions in TBLT
Haydab Almukhaild and Jim King
5. Engagement in TBLT
Phil Hiver and Janice Wu
6. Engagement in Technology-Mediated TBLT
George Fredrik Smith and Nicole Ziegler
Part 2: Research Methods
7. Discourse Analytic Methods
Craig Lambert and Scott Aubrey
8. The Idiodynamic Method
Peter D. MacIntyre
9. Non-Verbal Behavioural Methods
Tammy Gregersen
10. Psychophysiological Methods
Craig Lambert
11. Measuring Affective Working Memory
Zhisheng (Edward) Wen, Mark Feng Teng and Lili Han
Conclusion
12. Future Research on the Role of the Learner in TBLT
Scott Aubrey, Craig Lambert and Gavin Bui
Afterword
Peter Skehan
Index
Summary
This comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners’ task performance and language acquisition.
Report
"In The Role of the Learner in Task-Based Language Teaching the editors Lambert, Aubrey, and Bui draw skillfully on diverse research perspectives to integrate the 'affective turn' in language education with the vibrant area of task-based language teaching. The result is a compelling and timely contribution to an exciting field!"
Bonny Norton, The University of British Columbia, Canada
"The Role of the Learner in Task-Based Language Teaching is a much-needed addition to the growing body of work on task-based teaching. It draws on the expertise of leading authors in the field to provide a comprehensive and readable account of how affective factors influence the way learners perform tasks both negatively and positively. It will become a must-read for anyone interested in the development of task-based teaching."
Rod Ellis, Curtin University, Australia
"The Role of the Learner in Task-Based Language Teaching offers a wide variety of perspectives on recent conceptualizations and research on the role of affective factors in second language learning. This pioneering volume provides language teachers and researchers with novel insights into how learners' engagement with language learning tasks can be enhanced."
Judit Kormos, Lancaster University, UK
