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Second Language Acquisition and Task-Based Language Teaching

Book Description

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

  • Table of Contents

    1. Title page
    2. Copyright page
    3. Preface and Acknowledgments
    4. Part One: Theory and Research
      1. Chapter 1: Why TBLT?
        1. 1.1.  The Importance of Second Language Learning and Teaching in the Twenty-First Century
        2. 1.2.  TBLT and the Meaning of ‘Task’
        3. 1.3.  A Rationale for TBLT
        4. 1.4.  Summary
        5. 1.5.  Suggested Readings
        6. Notes
      2. Chapter 2: SLA and the Fundamental LT Divide
        1. 2.1.  Interventionist and Non-Interventionist Positions
        2. 2.2.  Synthetic and Analytic Approaches to LT
        3. 2.3.  Problems with Synthetic Approaches and Focus on Forms
        4. 2.4.  Problems with Analytic Approaches and Focus on Meaning
        5. 2.5.  A Third Option: Analytic Approaches with a Focus on Form
        6. 2.6.  A Role for Instructed Second Language Acquisition (ISLA) Research
        7. 2.7.  Summary
        8. 2.8.  Suggested Readings
        9. Notes
      3. Chapter 3: Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA)
        1. 3.1.  Theoretical Disunity in Second Language Acquisition (SLA)
        2. 3.2.  When Knowledge Is Incomplete: The Role of Theory
        3. 3.3.  A Cognitive-Interactionist Theory of ISLA: Problems and Explanations
        4. 3.4.  Summary
        5. 3.5.  Suggested Readings
        6. Notes
      4. Chapter 4: Philosophical Underpinnings: <i xmlns="http://www.w3.org/1999/xhtml" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:svg="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:ibooks="http://vocabulary.itunes.apple.com/rdf/ibooks/vocabulary-extensions-1.0" xmlns:epub="http://www.idpf.org/2007/ops">L'education Integrale</i>
        1. 4.1.  TBLT's Philosophical Principles: Origins and Overview
        2. 4.2.  <i xmlns="http://www.w3.org/1999/xhtml" xmlns:m="http://www.w3.org/1998/Math/MathML" xmlns:svg="http://www.w3.org/2000/svg" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:ibooks="http://vocabulary.itunes.apple.com/rdf/ibooks/vocabulary-extensions-1.0" xmlns:epub="http://www.idpf.org/2007/ops">L'education Integrale</i> and Learning by Doing and Learning by Doing
        3. 4.3.  Individual Freedom
        4. 4.4.  Rationality
        5. 4.5.  Emancipation
        6. 4.6.  Learner-Centeredness
        7. 4.7.  Egalitarian Teacher–Student Relationships
        8. 4.8.  Participatory Democracy
        9. 4.9.  Mutual Aid and Cooperation
        10. 4.10.  Summary
        11. 4.11.  Suggested Readings
        12. Notes
    5. Part Two: Design and Implementation
      1. Chapter 5: Task-Based Needs and Means Analysis
        1. 5.1.  Why Needs Analysis?
        2. 5.2.  Needs Analysis and Learner Diversity
        3. 5.3.  Doubts about Needs Analysis
        4. 5.4.  The Growth of Needs Analysis
        5. 5.5.  Task as the Unit of (Needs) Analysis
        6. 5.6.  Means Analysis
        7. 5.7.  Summary
        8. 5.8.  Suggested Readings
        9. Notes
      2. Chapter 6: Identifying Target Tasks
        1. 6.1.  Sources of Information
        2. 6.2.  Methods
        3. 6.3.  Summary
        4. 6.4.  Suggested Readings
        5. Notes
      3. Chapter 7: Analyzing Target Discourse
        1. 7.1.  Conventional Approaches to Language Analysis for Language Teaching (LT)
        2. 7.2.  The Dynamic Qualities of Target Discourse
        3. 7.3.  Discourse Analysis (DA) and Analysis of Discourse (AD)
        4. 7.4.  Analysis of Target Discourse: Five Cases
        5. 7.5.  Summary
        6. 7.6.  Suggested Readings
        7. Note
      4. Chapter 8: Task-Based Syllabus Design
        1. 8.1.  Some Minimum Requirements
        2. 8.2.  The Unit of Analysis
        3. 8.3.  Selection
        4. 8.4.  Grading
        5. 8.5.  Summary
        6. 8.6.  Suggested Readings
        7. Notes
      5. Chapter 9: Task-Based Materials
        1. 9.1.  Desirable Qualities of Pedagogic Tasks (PTs)
        2. 9.2.  Input Simplification and Elaboration
        3. 9.3.  Sample Task-Based Materials
        4. 9.4.  Summary
        5. 9.5.  Suggested Readings
        6. Notes
      6. Chapter 10: Methodological Principles and Pedagogic Procedures
        1. 10.1.  Methodological Principles (MPs), Pedagogic Procedures (PPs), and Evaluation Criteria (EC)
        2. 10.2.  Ten Methodological Principles
        3. 10.3.  Pedagogic Procedures
        4. 10.4.  Summary
        5. 10.5.  Suggested Readings
        6. Notes
      7. Chapter 11: Task-Based Assessment and Program Evaluation
        1. 11.1.  Task-Based, Criterion-Referenced Performance Tests
        2. 11.2.  Task Completion and/or Language Abilities?
        3. 11.3.  Target Tasks or Underlying Constructs and Abilities?
        4. 11.4.  The Transferability of Task-Based Abilities
        5. 11.5.  Program Evaluation
        6. 11.6.  Summary
        7. 11.7.  Suggested Readings
        8. Notes
    6. Part Three: The Road Ahead
      1. Chapter 12: Does TBLT Have a Future?
        1. 12.1.  Diffusion of Innovation
        2. 12.2.  A Research Program for TBLT
        3. 12.3.  Building the Road as We Travel
        4. Notes
    7. References
    8. Appendix: List of Abbreviations
    9. Index
    10. End User License Agreement