{"product_id":"second-language-acquisition-and-taskbased-language-teaching-9780470658932","title":"Second Language Acquisition and TaskBased","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eCombines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education\u003c\/li\u003e \u003cli\u003eDetails 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\u003c\/li\u003e \u003cli\u003eWritten by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience\u003c\/li\u003e \u003cli\u003eConsiders diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning\u003c\/li\u003e \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface and Acknowledgments xi\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One Theory and Research 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Why TBLT? 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1. The Importance of Second Language Learning and Teaching in the Twenty-First Century 3\u003c\/p\u003e \u003cp\u003e1.2. TBLT and the Meaning of ‘Task’ 5\u003c\/p\u003e \u003cp\u003e1.3. A Rationale for TBLT 7\u003c\/p\u003e \u003cp\u003e1.3.1. Consistency with SLA theory and research findings 7\u003c\/p\u003e \u003cp\u003e1.3.2. Basis in philosophy of education 9\u003c\/p\u003e \u003cp\u003e1.3.3. Accountability 9\u003c\/p\u003e \u003cp\u003e1.3.4. Relevance 10\u003c\/p\u003e \u003cp\u003e1.3.5. Avoidance of known problems with existing approaches 12\u003c\/p\u003e \u003cp\u003e1.3.6. Learner-centeredness 13\u003c\/p\u003e \u003cp\u003e1.3.7. Functionality 13\u003c\/p\u003e \u003cp\u003e1.4. Summary 14\u003c\/p\u003e \u003cp\u003e1.5. Suggested Readings 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 SLA and the Fundamental LT Divide 16\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1. Interventionist and Non-Interventionist Positions 16\u003c\/p\u003e \u003cp\u003e2.1.1. Interventionist positions 17\u003c\/p\u003e \u003cp\u003e2.1.2. Non-interventionist positions 18\u003c\/p\u003e \u003cp\u003e2.2. Synthetic and Analytic Approaches to LT 19\u003c\/p\u003e \u003cp\u003e2.2.1. Synthetic approaches 19\u003c\/p\u003e \u003cp\u003e2.2.2. Analytic approaches 20\u003c\/p\u003e \u003cp\u003e2.3. Problems with Synthetic Approaches and Focus on Forms 21\u003c\/p\u003e \u003cp\u003e2.4. Problems with Analytic Approaches and Focus on Meaning 25\u003c\/p\u003e \u003cp\u003e2.5. A Third Option: Analytic Approaches with a Focus on Form 27\u003c\/p\u003e \u003cp\u003e2.6. A Role for Instructed Second Language Acquisition (ISLA) Research 28\u003c\/p\u003e \u003cp\u003e2.7. Summary 29\u003c\/p\u003e \u003cp\u003e2.8. Suggested Readings 29\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA) 30\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1. Theoretical Disunity in Second Language Acquisition (SLA) 30\u003c\/p\u003e \u003cp\u003e3.2. When Knowledge Is Incomplete: The Role of Theory 33\u003c\/p\u003e \u003cp\u003e3.3. A Cognitive-Interactionist Theory of ISLA: Problems and Explanations 36\u003c\/p\u003e \u003cp\u003eP1. Purely incidental and implicit child L1A is overwhelmingly successful 36\u003c\/p\u003e \u003cp\u003eP2. Purely incidental and implicit adult L2A is highly variable and largely unsuccessful 37\u003c\/p\u003e \u003cp\u003eE1. Adult SLA is maturationally constrained 38\u003c\/p\u003e \u003cp\u003eE2. Adults, so defi ned, are partially “disabled” language learners 41\u003c\/p\u003e \u003cp\u003eP3. Some classes of linguistic features in adult SLA are fragile 43\u003c\/p\u003e \u003cp\u003eE3. Implicit learning is still the default learning mechanism 43\u003c\/p\u003e \u003cp\u003eE4. Explicit learning (including focal attention) is required to improve implicit processing in adult SLA but is constrained 49\u003c\/p\u003e \u003cp\u003eE5. Attention is critical, at two levels 51\u003c\/p\u003e \u003cp\u003eE6. The interaction hypothesis 52\u003c\/p\u003e \u003cp\u003eE7. The role of negative feedback, including recasts 54\u003c\/p\u003e \u003cp\u003eP4. Success and failure in adult SLA vary among and within individuals 57\u003c\/p\u003e \u003cp\u003eE8. Individual differences, especially input sensitivity, and linguistic differences, especially perceptual saliency, are responsible for variability in, and within, ultimate L2 attainment 58\u003c\/p\u003e \u003cp\u003e3.4. Summary 60\u003c\/p\u003e \u003cp\u003e3.5. Suggested Readings 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Philosophical Underpinnings: L’education Integrale 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1. TBLT’s Philosophical Principles: Origins and Overview 63\u003c\/p\u003e \u003cp\u003e4.2. L’education Integrale and Learning by Doing 66\u003c\/p\u003e \u003cp\u003e4.3. Individual Freedom 69\u003c\/p\u003e \u003cp\u003e4.4. Rationality 71\u003c\/p\u003e \u003cp\u003e4.5. Emancipation 72\u003c\/p\u003e \u003cp\u003e4.6. Learner-Centeredness 75\u003c\/p\u003e \u003cp\u003e4.7. Egalitarian Teacher–Student Relationships 76\u003c\/p\u003e \u003cp\u003e4.8. Participatory Democracy 77\u003c\/p\u003e \u003cp\u003e4.9. Mutual Aid and Cooperation 79\u003c\/p\u003e \u003cp\u003e4.10. Summary 82\u003c\/p\u003e \u003cp\u003e4.11. Suggested Readings 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two Design and Implementation 85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Task-Based Needs and Means Analysis 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1. Why Needs Analysis? 87\u003c\/p\u003e \u003cp\u003e5.2. Needs Analysis and Learner Diversity 89\u003c\/p\u003e \u003cp\u003e5.3. Doubts about Needs Analysis 92\u003c\/p\u003e \u003cp\u003e5.3.1. General English for all 93\u003c\/p\u003e \u003cp\u003e5.3.2. The ex post facto process syllabus 93\u003c\/p\u003e \u003cp\u003e5.3.3. Felt needs or objective needs? 93\u003c\/p\u003e \u003cp\u003e5.3.4. Learner heterogeneity 94\u003c\/p\u003e \u003cp\u003e5.3.5. Surface linguistic features or underlying technical competence? 95\u003c\/p\u003e \u003cp\u003e5.3.6. The dark side? 96\u003c\/p\u003e \u003cp\u003e5.4. The Growth of Needs Analysis 98\u003c\/p\u003e \u003cp\u003e5.4.1. The Council of Europe’s unit credit system 99\u003c\/p\u003e \u003cp\u003e5.4.2. Munby’s Communication Needs Processor (CNP) and its critics 101\u003c\/p\u003e \u003cp\u003e5.5. Task as the Unit of (Needs) Analysis 108\u003c\/p\u003e \u003cp\u003e5.5.1. Tasks defined 108\u003c\/p\u003e \u003cp\u003e5.5.2. Avoiding the traditional bottleneck in needs analysis 110\u003c\/p\u003e \u003cp\u003e5.5.3. The availability of ready-made task-based analyses 111\u003c\/p\u003e \u003cp\u003e5.6. Means Analysis 112\u003c\/p\u003e \u003cp\u003e5.7. Summary 115\u003c\/p\u003e \u003cp\u003e5.8. Suggested Readings 116\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Identifying Target Tasks 117\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1. Sources of Information 117\u003c\/p\u003e \u003cp\u003e6.1.1. Published and unpublished literature 118\u003c\/p\u003e \u003cp\u003e6.1.2. The learners 127\u003c\/p\u003e \u003cp\u003e6.1.3. Applied linguists 130\u003c\/p\u003e \u003cp\u003e6.1.4. Domain experts 135\u003c\/p\u003e \u003cp\u003e6.1.5. Triangulated sources 136\u003c\/p\u003e \u003cp\u003e6.2. Methods 139\u003c\/p\u003e \u003cp\u003e6.2.1. The use of multiple measures and their sequencing 139\u003c\/p\u003e \u003cp\u003e6.2.2. Sampling 146\u003c\/p\u003e \u003cp\u003e6.2.3. Expert and non-expert intuitions 147\u003c\/p\u003e \u003cp\u003e6.2.4. Interviews 149\u003c\/p\u003e \u003cp\u003e6.2.5. Questionnaire surveys 152\u003c\/p\u003e \u003cp\u003e6.2.6. Language audits 156\u003c\/p\u003e \u003cp\u003e6.2.7. Participant and non-participant observation 157\u003c\/p\u003e \u003cp\u003e6.2.8. Journals and logs 162\u003c\/p\u003e \u003cp\u003e6.2.9. Proficiency measures 165\u003c\/p\u003e \u003cp\u003e6.2.10. Triangulation by methods and sources: the flight attendants study 166\u003c\/p\u003e \u003cp\u003e6.3. Summary 167\u003c\/p\u003e \u003cp\u003e6.4. Suggested Readings 168\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Analyzing Target Discourse 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1. Conventional Approaches to Language Analysis for Language Teaching (LT) 169\u003c\/p\u003e \u003cp\u003e7.2. The Dynamic Qualities of Target Discourse 171\u003c\/p\u003e \u003cp\u003e7.2.1. Boswood and Marriot’s “ethnographic approach” to NA 172\u003c\/p\u003e \u003cp\u003e7.2.2. Mohan and Marshall Smith’s “language socialization” approach to NA 175\u003c\/p\u003e \u003cp\u003e7.2.3. Watson-Gegeo’s true ethnography and “thick explanation” 177\u003c\/p\u003e \u003cp\u003e7.2.4. TBLT 179\u003c\/p\u003e \u003cp\u003e7.3. Discourse Analysis (DA) and Analysis of Discourse (AD) 180\u003c\/p\u003e \u003cp\u003e7.3.1. Discourse analysis 180\u003c\/p\u003e \u003cp\u003e7.3.2. Analysis of discourse 181\u003c\/p\u003e \u003cp\u003e7.3.3. Sampling and data collection 185\u003c\/p\u003e \u003cp\u003e7.4. Analysis of Target Discourse: Five Cases 187\u003c\/p\u003e \u003cp\u003e7.4.1. The railway ticket purchase 188\u003c\/p\u003e \u003cp\u003e7.4.2. Japanese tourist shopping 191\u003c\/p\u003e \u003cp\u003e7.4.3. Doing architecture 195\u003c\/p\u003e \u003cp\u003e7.4.4. Buying and selling a cup of coff ee 198\u003c\/p\u003e \u003cp\u003e7.4.5. When small talk is a big deal 201\u003c\/p\u003e \u003cp\u003e7.5. Summary 203\u003c\/p\u003e \u003cp\u003e7.6. Suggested Readings 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Task-Based Syllabus Design 205\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1. Some Minimum Requirements 205\u003c\/p\u003e \u003cp\u003e8.2. The Unit of Analysis 206\u003c\/p\u003e \u003cp\u003e8.2.1. The structural, or grammatical, syllabus 207\u003c\/p\u003e \u003cp\u003e8.2.2. The notional-functional syllabus 208\u003c\/p\u003e \u003cp\u003e8.2.3. The lexical syllabus 210\u003c\/p\u003e \u003cp\u003e8.2.4. Topical and situational syllabi 212\u003c\/p\u003e \u003cp\u003e8.2.5. The content syllabus 214\u003c\/p\u003e \u003cp\u003e8.2.6. The procedural syllabus 216\u003c\/p\u003e \u003cp\u003e8.2.7. The process syllabus 219\u003c\/p\u003e \u003cp\u003e8.2.8. The task syllabus 221\u003c\/p\u003e \u003cp\u003e8.2.9. The hybrid syllabus 222\u003c\/p\u003e \u003cp\u003e8.3. Selection 223\u003c\/p\u003e \u003cp\u003e8.3.1. Target tasks and target task-types 223\u003c\/p\u003e \u003cp\u003e8.3.2. Pedagogic tasks 225\u003c\/p\u003e \u003cp\u003e8.4. Grading 227\u003c\/p\u003e \u003cp\u003e8.4.1. Valency and criticality 227\u003c\/p\u003e \u003cp\u003e8.4.2. Frequency 228\u003c\/p\u003e \u003cp\u003e8.4.3. Learnability 230\u003c\/p\u003e \u003cp\u003e8.4.4. Complexity and difficulty 230\u003c\/p\u003e \u003cp\u003e8.4.5. Some research findings on pedagogic task-types 241\u003c\/p\u003e \u003cp\u003e8.5. Summary 245\u003c\/p\u003e \u003cp\u003e8.6. Suggested Readings 246\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Task-Based Materials 248\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1. Desirable Qualities of Pedagogic Tasks (PTs) 248\u003c\/p\u003e \u003cp\u003e9.2. Input Simplification and Elaboration 250\u003c\/p\u003e \u003cp\u003e9.2.1. Genuineness, input simplification, and authenticity 250\u003c\/p\u003e \u003cp\u003e9.2.2. Input elaboration 251\u003c\/p\u003e \u003cp\u003e9.2.3. The Paco sentences 252\u003c\/p\u003e \u003cp\u003e9.2.4. Effects of simplification and elaboration on L2 comprehension and acquisition 255\u003c\/p\u003e \u003cp\u003e9.3. Sample Task-Based Materials 259\u003c\/p\u003e \u003cp\u003e9.3.1. Preliminaries 259\u003c\/p\u003e \u003cp\u003e9.3.2. Sample modules for true and false beginners 260\u003c\/p\u003e \u003cp\u003e9.3.2.1. Geometric figures tasks (matching shapes) 261\u003c\/p\u003e \u003cp\u003e9.3.2.2. “Spot-the-difference” tasks 264\u003c\/p\u003e \u003cp\u003e9.3.3. Sample modules for elementary learners 269\u003c\/p\u003e \u003cp\u003e9.3.3.1. Obtaining and following street directions 269\u003c\/p\u003e \u003cp\u003e9.3.3.2. Decoding drug labels 274\u003c\/p\u003e \u003cp\u003e9.3.4. Sample modules for intermediate learners 279\u003c\/p\u003e \u003cp\u003e9.3.4.1. Negotiating a police traffic stop 279\u003c\/p\u003e \u003cp\u003e9.3.4.2. Delivering a sales report 287\u003c\/p\u003e \u003cp\u003e9.3.5. Sample modules for advanced learners 291\u003c\/p\u003e \u003cp\u003e9.3.5.1. A complex political issue 291\u003c\/p\u003e \u003cp\u003e9.3.5.2 Attending an academic lecture 295\u003c\/p\u003e \u003cp\u003e9.4. Summary 297\u003c\/p\u003e \u003cp\u003e9.5. Suggested Readings 298\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Methodological Principles and Pedagogic Procedures 300\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1. Methodological Principles (MPs), Pedagogic Procedures (PPs), and Evaluation Criteria (EC) 300\u003c\/p\u003e \u003cp\u003e10.1.1. Methodological principles 301\u003c\/p\u003e \u003cp\u003e10.1.2. Pedagogic procedures 301\u003c\/p\u003e \u003cp\u003e10.1.3. Evaluation criteria 304\u003c\/p\u003e \u003cp\u003e10.2. Ten Methodological Principles 305\u003c\/p\u003e \u003cp\u003e10.2.1. MP1: Use task, not text, as the unit of analysis 305\u003c\/p\u003e \u003cp\u003e10.2.2. MP2: Promote learning by doing 306\u003c\/p\u003e \u003cp\u003e10.2.3. MP3: Elaborate input 306\u003c\/p\u003e \u003cp\u003e10.2.4. MP4: Provide rich input 306\u003c\/p\u003e \u003cp\u003e10.2.5. MP5: Encourage inductive “chunk” learning 307\u003c\/p\u003e \u003cp\u003e10.2.6. MP6: Focus on form 316\u003c\/p\u003e \u003cp\u003e10.2.7. MP7: Provide negative feedback 321\u003c\/p\u003e \u003cp\u003e10.2.8. MP8: Respect learner syllabi and developmental processes 323\u003c\/p\u003e \u003cp\u003e10.2.9. MP9: Promote cooperative collaborative learning 324\u003c\/p\u003e \u003cp\u003e10.2.10. MP10: Individualize instruction 325\u003c\/p\u003e \u003cp\u003e10.3. Pedagogic Procedures 326\u003c\/p\u003e \u003cp\u003e10.4. Summary 327\u003c\/p\u003e \u003cp\u003e10.5. Suggested Readings 327\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Task-Based Assessment and Program Evaluation 329\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11.1. Task-Based, Criterion-Referenced Performance Tests 329\u003c\/p\u003e \u003cp\u003e11.2. Task Completion and\/or Language Abilities? 332\u003c\/p\u003e \u003cp\u003e11.3. Target Tasks or Underlying Constructs and Abilities? 334\u003c\/p\u003e \u003cp\u003e11.4. The Transferability of Task-Based Abilities 336\u003c\/p\u003e \u003cp\u003e11.5. Program Evaluation 341\u003c\/p\u003e \u003cp\u003e11.5.1. Some general requirements on TBLT evaluations 341\u003c\/p\u003e \u003cp\u003e11.5.2. Laboratory and classroom studies 343\u003c\/p\u003e \u003cp\u003e11.5.3. Research findings on MPs 345\u003c\/p\u003e \u003cp\u003e11.5.4. Evaluating task-based courses and programs 347\u003c\/p\u003e \u003cp\u003e11.5.4.1. Establishing construct validity 347\u003c\/p\u003e \u003cp\u003e11.5.4.2. Sample evaluations and findings 350\u003c\/p\u003e \u003cp\u003e11.6. Summary 364\u003c\/p\u003e \u003cp\u003e11.7. Suggested Readings 365\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three The Road Ahead 367\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Does TBLT Have a Future? 369\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e12.1. Diffusion of Innovation 369\u003c\/p\u003e \u003cp\u003e12.2. A Research Program for TBLT 373\u003c\/p\u003e \u003cp\u003e12.3. Building the Road as We Travel 374\u003c\/p\u003e \u003cp\u003eReferences 376\u003c\/p\u003e \u003cp\u003eAppendix: List of Abbreviations 433\u003c\/p\u003e \u003cp\u003eIndex 436\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49402392936791,"sku":"9780470658932","price":97.16,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470658932.jpg?v=1730480263","url":"https:\/\/bookcurl.com\/products\/second-language-acquisition-and-taskbased-language-teaching-9780470658932","provider":"Book Curl","version":"1.0","type":"link"}