Second Language Acquisition and Task-Based Language Teaching

Informationen zum Autor 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). Klappentext Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience, this book offers an in-depth analysis of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. The first part of the book combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education. The second part details best practices for TBLT programs, from design to implementation and evaluation. It includes 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. A final chapter analyzes recent findings in the diffusion of innovation in education and assesses the potential impact of TBLT on second and foreign language learning. Innovative and forward-thinking, this is an exciting new approach to language teaching with important ideas for researchers and classroom practitioners alike. Zusammenfassung This is an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the classroom successfully. It combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education. Inhaltsverzeichnis Preface and Acknowledgments xiPart One Theory and Research 11 Why TBLT? 31.1. The Importance of Second Language Learning and Teaching in the Twenty-First Century 31.2. TBLT and the Meaning of 'Task' 51.3. A Rationale for TBLT 71.3.1. Consistency with SLA theory and research findings 71.3.2. Basis in philosophy of education 91.3.3. Accountability 91.3.4. Relevance 101.3.5. Avoidance of known problems with existing approaches 121.3.6. Learner-centeredness 131.3.7. Functionality 131.4. Summary 141.5. Suggested Readings 142 SLA and the Fundamental LT Divide 162.1. Interventionist and Non-Interventionist Positions 162.1.1. Interventionist positions 172.1.2. Non-interventionist positions 182.2. Synthetic and Analytic Approaches to LT 192.2.1. Synthetic approaches 192.2.2. Analytic approaches 202.3. Problems with Synthetic Approaches and Focus on Forms 212.4. Problems with Analytic Approaches and Focus on Meaning 252.5. A Third Option: Analytic Approaches with a Focus on Form 272.6. A Role for Instructed Second Language Acquisition (ISLA) Research 282.7. Summary 292.8. Suggested Readings 293 Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA) 303.1. Theoretical Disunity in Second Language Acquisition (SLA) 303.2. When Knowledge Is Incomplete: The Role of Theory 333.3. A Cognitive-Interactionist Theory of ISLA: Problems and Explanations 36P1. Purely incidental and implicit child L1A is overwhelmingly successful 36P2. Purely incidental and implicit adult L2A is highly variable and largely unsuccessful 37E1. Adult SLA is maturationally constrained 38E2. Adults, so defi ned, are partially "disabled" language learners 41P3. Some classes of linguistic features in adult SLA are fragile 43E3. Implicit learning is still the default learning mechanism 43E4. Explicit learning (including focal attention) is required to improve implici...

Table des matières

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

Commentaire

"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

Détails du produit

• Auteurs: Long, Charles 1947 Long, Mh Long, Michael H. Long, Mike Long, Mike (University of Maryland) Long, Long Mike
• Edition: Wiley, John and Sons Ltd
• Langues: Anglais
• Format d'édition: Livre Relié
• Sortie: 05.09.2014
• EAN: 9780470658932
• ISBN: 978-0-470-65893-2
• Pages: 456
• Catégories: Sciences humaines, art, musique > Linguistique et littérature > Autres langues / Autres littératures; Fremdsprache, Sprachunterricht, Linguistics, Sprachwissenschaften, Erlernen von Fremdsprachen, Second Language Acquisition, Language Learning & Teaching, Sprachlehre, Sprachlernen