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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

Tabla de contenidos provista por Syndetics

• Preface and Acknowledgments(xi)
• Part 1 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 'Iheory(33)
• 3.3 A Cognitive-Interactionist Theory of ISLA: Problems and Explanations(36)
• P1 Purely incidental and implicit child LIA 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 defined, 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 L(2)
• 3.4 Summary(60)
• 3.5 Suggested Readings(61)
• 4 Philosophical Underpinnings: L'education Integrale(63)
• 4.1 TBLT's Philosophical Principles: Origins and Over View(63)
• 4.2 Education Integral 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 2 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 Mohán 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 coffee(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 syllabic(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)
• 8.4 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 3 The Road Ahead(367)
• 12 Does TBLT Have a Future?(369)
• 12.1 Diffusion of lnnovation(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)

Notas de autor provistas por Syndetics

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).