Sale!

Second language acquisition and Task Based Language Teaching 1st edition by Mike Long ISBN 0470658949 978-0470658949

Original price was: $70.00.Current price is: $35.00.

Instant download Second language acquisition and Task Based Language Teaching Mike Long after payment

SKU: EB_114008 Category:

Second language acquisition and Task Based Language Teaching 1st edition by Mike Long – Ebook PDF Instant Download/Delivery: 0470658949, 978-0470658949
Full download Second language acquisition and Task Based Language Teaching 1st edition after payment


Product details:

ISBN 10: 0470658949
ISBN 13: 978-0470658949
Author: Mike Long

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

Second language acquisition and Task Based Language Teaching 1st Table of contents:

Part One: Theory and Research

1. Why TBLT?

  • The Importance of Second Language Learning and Teaching in the Twenty-First Century

  • TBLT and the Meaning of ‘Task’

  • A Rationale for TBLT

    • Consistency with SLA theory and research findings

    • Basis in philosophy of education

    • Accountability

    • Relevance

    • Avoidance of known problems with existing approaches

    • Learner-centeredness

    • Functionality

  • Summary

  • Suggested Readings

2. SLA and the Fundamental LT Divide

  • Interventionist and Non-Interventionist Positions

    • Interventionist positions

    • Non-interventionist positions

  • Synthetic and Analytic Approaches to LT

    • Synthetic approaches

    • Analytic approaches

  • Problems with Synthetic Approaches and Focus on Forms

  • Problems with Analytic Approaches and Focus on Meaning

  • A Third Option: Analytic Approaches with a Focus on Form

  • A Role for Instructed Second Language Acquisition (ISLA) Research

  • Summary

  • Suggested Readings

3. Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of ISLA

  • Theoretical Disunity in Second Language Acquisition (SLA)

  • When Knowledge Is Incomplete: The Role of Theory

  • A Cognitive-Interactionist Theory of ISLA: Problems and Explanations

    • Purely incidental and implicit child L1A is overwhelmingly successful

    • Purely incidental and implicit adult L2A is highly variable and largely unsuccessful

    • Adult SLA is maturationally constrained

    • Adults, so defined, are partially “disabled” language learners

    • Some classes of linguistic features in adult SLA are fragile

    • Implicit learning is still the default learning mechanism

    • Explicit learning is required to improve implicit processing in adult SLA but is constrained

    • Attention is critical, at two levels

    • The interaction hypothesis

    • The role of negative feedback, including recasts

    • Success and failure in adult SLA vary among and within individuals

    • Individual differences and linguistic differences are responsible for variability

  • Summary

  • Suggested Readings

4. Philosophical Underpinnings: L’éducation Intégrale

  • TBLT’s Philosophical Principles: Origins and Overview

  • L’éducation Intégrale and Learning by Doing

  • Individual Freedom

  • Rationality

  • Emancipation

  • Learner-Centeredness

  • Egalitarian Teacher–Student Relationships

  • Participatory Democracy

  • Mutual Aid and Cooperation

  • Summary

  • Suggested Readings

Part Two: Design and Implementation

5. Task-Based Needs and Means Analysis

  • Why Needs Analysis?

  • Needs Analysis and Learner Diversity

  • Doubts about Needs Analysis

    • General English for all

    • The ex post facto process syllabus

    • Felt needs or objective needs?

    • Learner heterogeneity

    • Surface linguistic features or underlying technical competence?

    • The dark side?

  • The Growth of Needs Analysis

    • The Council of Europe’s unit credit system

    • Munby’s Communication Needs Processor (CNP) and its critics

  • Task as the Unit of (Needs) Analysis

    • Tasks defined

    • Avoiding the traditional bottleneck in needs analysis

    • The availability of ready-made task-based analyses

  • Means Analysis

  • Summary

  • Suggested Readings

6. Identifying Target Tasks

  • Sources of Information

    • Published and unpublished literature

    • The learners

    • Applied linguists

    • Domain experts

    • Triangulated sources

  • Methods

    • The use of multiple measures and their sequencing

    • Sampling

    • Expert and non-expert intuitions

    • Interviews

    • Questionnaire surveys

    • Language audits

    • Participant and non-participant observation

    • Journals and logs

    • Proficiency measures

    • Triangulation by methods and sources: the flight attendants study

  • Summary

  • Suggested Readings

7. Analyzing Target Discourse

  • Conventional Approaches to Language Analysis for LT

  • The Dynamic Qualities of Target Discourse

    • Ethnographic approach

    • Language socialization approach

    • True ethnography and “thick explanation”

    • TBLT

  • Discourse Analysis and Analysis of Discourse

    • Discourse analysis

    • Analysis of discourse

    • Sampling and data collection

  • Analysis of Target Discourse: Five Cases

    • The railway ticket purchase

    • Japanese tourist shopping

    • Doing architecture

    • Buying and selling a cup of coffee

    • When small talk is a big deal

  • Summary

  • Suggested Readings

8. Task-Based Syllabus Design

  • Some Minimum Requirements

  • The Unit of Analysis

    • Structural syllabus

    • Notional-functional syllabus

    • Lexical syllabus

    • Topical and situational syllabi

    • Content syllabus

    • Procedural syllabus

    • Process syllabus

    • Task syllabus

    • Hybrid syllabus

  • Selection

    • Target tasks and task-types

    • Pedagogic tasks

  • Grading

    • Valency and criticality

    • Frequency

    • Learnability

    • Complexity and difficulty

    • Research findings on pedagogic task-types

  • Summary

  • Suggested Readings

9. Task-Based Materials

  • Desirable Qualities of Pedagogic Tasks

  • Input Simplification and Elaboration

    • Genuineness, simplification, and authenticity

    • Input elaboration

    • The Paco sentences

    • Effects of simplification and elaboration on L2 comprehension and acquisition

  • Sample Task-Based Materials

    • Preliminaries

    • True and false beginners

      • Geometric figures tasks

      • Spot-the-difference tasks

    • Elementary learners

      • Following street directions

      • Decoding drug labels

    • Intermediate learners

      • Negotiating a police traffic stop

      • Delivering a sales report

    • Advanced learners

      • A complex political issue

      • Attending an academic lecture

  • Summary

  • Suggested Readings

10. Methodological Principles and Pedagogic Procedures

  • Methodological Principles, Pedagogic Procedures, and Evaluation Criteria

    • Methodological principles

    • Pedagogic procedures

    • Evaluation criteria

  • Ten Methodological Principles

    • Use task, not text, as the unit of analysis

    • Promote learning by doing

    • Elaborate input

    • Provide rich input

    • Encourage inductive “chunk” learning

    • Focus on form

    • Provide negative feedback

    • Respect learner syllabi and developmental processes

    • Promote cooperative collaborative learning

    • Individualize instruction

  • Pedagogic Procedures

  • Summary

  • Suggested Readings

11. Task-Based Assessment and Program Evaluation

  • Task-Based, Criterion-Referenced Performance Tests

  • Task Completion and/or Language Abilities?

  • Target Tasks or Underlying Constructs and Abilities?

  • The Transferability of Task-Based Abilities

  • Program Evaluation

    • General requirements

    • Laboratory and classroom studies

    • Research findings on MPs

    • Evaluating task-based courses and programs

      • Establishing construct validity

      • Sample evaluations and findings

  • Summary

  • Suggested Readings

Part Three: The Road Ahead

12. Does TBLT Have a Future?

  • Diffusion of Innovation

  • A Research Program for TBLT

  • Building the Road as We Travel

People also search for Second language acquisition and Task Based Language Teaching 1st:

stages of second language acquisition

studies in second language acquisition

principles and practice in second language acquisition

first and second language acquisition

krashen’s theory of second language acquisition

Tags: Mike Long, Second language, Task Based