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EBSCO_ocn938708825 |
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OCoLC |
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20231017213018.0 |
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160209t20162016ne a ob 001 0 eng |
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|a 2016006656
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|a 1259151472
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|a 9789027267306
|q (electronic bk.)
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|a 9027267308
|q (electronic bk.)
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|z 9789027207333
|q (hb ;
|q alk. paper)
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|z 9789027207340
|q (pb ;
|q alk. paper)
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1 |
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|a AU@
|b 000057110313
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|a (OCoLC)938708825
|z (OCoLC)1259151472
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|a pcc
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|a a-ja---
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|2 bisacsh
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|a 372.652/1044
|2 23
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| 049 |
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|a UAMI
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| 100 |
1 |
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|a Shintani, Natsuko,
|e author.
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1 |
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|a Input-based tasks in foreign language instruction for young learners /
|c Natsuko Shintani.
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| 264 |
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1 |
|a Amsterdam ;
|a Philadelphia :
|b John Benjamins Publishing Company,
|c [2016]
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| 264 |
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4 |
|c ©2016
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| 300 |
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|a 1 online resource (vii, 198 pages) :
|b illustrations (some color).
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
1 |
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|a Task-based language teaching : issues, research and practice (TBLT),
|x 1877-346X ;
|v volume 9
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| 504 |
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|a Includes bibliographical references (pages 175-188) and index.
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| 588 |
0 |
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|a Print version record and CIP data provided by publisher.
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0 |
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|a Getting started with task-based teaching -- The starting point -- presentation, practice, production (PPP) -- Moving forward -- task-based language teaching -- Input-based TBLT -- Conclusion -- Task-based language teaching in "difficult" contexts -- Background: "Communicative English ability" in Japan -- English education in the elementary school in Japan -- Issues in implementing TBLT in Japan -- Institutional factors -- Linguistic syllabus versus task-based syllabus -- Examination system -- Classroom factors -- Learners' ability -- Shared L1 -- Large, teacher-centred classrooms -- Unmotivated students -- Teacher factors -- Teachers' knowledge and skills -- Teachers' willingness to innovate -- Dissatisfaction with the status quo -- Support systems -- Conclusion -- Theoretical foundation of task-based language teaching -- What is incidental and intentional learning and how does incidental/intentional language acquisition take place in PPP and TBLT? -- Intentional L2 acquisition -- Incidental L2 acquisition -- Incidental learning in TBLT -- Incidental learning in PPP -- Summary -- How has incidental and intentional language acquisition been compared in previous studies? -- What theoretical perspectives support language acquisition through input? -- Comprehensible input -- Relation between comprehension and acquisition -- In what ways does interaction in the classroom create opportunities for L2 learning? -- Focus on form -- Negotiation of meaning in PPP and TBLT -- Error correction in PPP and TBLT -- Corrective feedback -- Initiate-respond-feedback (IRF) -- Role of output in PPP and TBLT -- What does previous research tell us about task repetition?
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| 505 |
8 |
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|a What do we currently know about how young, beginner L2 learners acquire vocabulary and grammar? -- Learning L2 vocabulary -- Jiang's theory of lexical representation -- The Involvement Load Hypothesis -- Learning L2 Grammar -- What steps can be taken to improve the validity of a comparative method study? -- Issues in research methodologies comparing TBLT and PPP -- Comparative method studies -- Conversation analysis -- Conclusion -- Introducing the comparative method study of PPP and TBLT -- Participants -- Instructional treatments -- Instructional materials and procedures for the PPP group -- Activity 1: Listen and Repeat -- Activity 2: Guess the hidden items -- Activity 3: Throwing dice -- Activity 4: Production Bingo game -- Activity 5: Kim's game -- Instructional materials and procedures for the TBLT group -- Task 1: Help the zoo and the supermarket -- Task 2: Help the animals -- Task 3: Listening Bingo game -- Instructional materials for the control group -- Research design -- Recording and transcribing of lessons -- Target features -- Target vocabulary items -- Target grammatical features -- Testing materials -- Vocabulary tests -- Multiple-choice comprehension test -- Discrete-item production test -- Category task -- Same-or-Different task -- Plural tests -- Plural -s comprehension test -- Wug test -- Copula tests -- Task-based copula 'be' production test: Tell-and-Do Task -- Discrete-item copula be production test: Sentence production test -- Testing order -- Reliability of the testing instruments -- Data analysis -- Conclusion -- Comparing the process features of the two types of instruction -- Turn-taking -- Characteristics of turn-taking in the PPP lessons -- Occurrence of IRF exchanges -- Question type -- Control of turn-taking -- Turns in chorus -- Topic -- Length and frequency of turns -- Summary.
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| 505 |
8 |
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|a Characteristics of turn-taking in the TBLT lessons -- Occurrence of IRF exchanges -- Question types -- Control of turn-taking -- Topic -- Length and frequency of turn -- Summary -- Repair -- Characteristics of repair in the PPP lessons -- Self-initiated self-repair -- Self-initiated other-repair -- Other-initiated self-repair -- Other-initiated other-repair -- Summary -- Characteristics of repair in the TBLT lessons -- Self-initiated self-repair -- Self-initiated other-repair -- Other-initiated self-repair -- Other-initiated other-repair -- Summary -- Differences between the two groups -- Conclusion -- Learning vocabulary through PPP and TBLT -- Test results for nouns -- Test results for adjectives -- Input and output in the classroom -- Frequency of target words in the teacher's and the students' production -- Types of teacher production -- Types of learner production -- Discussion -- Why did both TBLT and the PPP show similar results for nouns? -- Why did the TBLT group perform better than the PPP group in the category task for nouns? -- Why did the TBLT group perform better than the PPP group for adjectives in all four tests? -- Vocabulary acquisition and task-induced involvement load -- Conclusion -- Incidental acquisition of grammatical features in PPP and TBLT -- Test results -- Data Analysis -- Discussion -- Discussion -- Data analysis -- Test results -- Conclusion -- Theoretical implications of the study -- Incidental and intentional vocabulary learning -- Negotiation of meaning and form -- Input-based instruction versus production-based instruction -- Pushed output -- Task induced involvement load -- Skill-specificity -- Summary -- Incidental grammar acquisition -- Conversational differences of PPP and TBLT -- Focus on form in TBLT lessons -- Research methodology -- Future research -- Conclusion -- TBLT in elementary schools in Japan.
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| 505 |
8 |
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|a Ideological issues -- References -- Appendix A . Transcription Conventions (adapted from Markee, 2008) -- Appendix B. Inferential statistics for vocabulary tests -- Appendix C. Statistical results for the multiple-choice plural -s listening test -- Procedures -- Test results for nouns (for Table 6.1) -- Within-group comparisons -- Between-group comparison results -- Test Results of adjectives (for Table 6.4) -- Within-group comparisons -- Between-group comparisons -- Test results for process features (for Tables 6.8-6.10) -- Results for test scores -- Within-group comparisons -- Between-group comparisons -- Comparisons between the number of 'acquired' and 'not acquired' students -- Within-group comparisons -- Between-group comparisons
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| 546 |
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|a English.
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| 590 |
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|a eBooks on EBSCOhost
|b EBSCO eBook Subscription Academic Collection - Worldwide
|
| 650 |
|
0 |
|a English language
|x Study and teaching
|z Japan.
|
| 650 |
|
0 |
|a English language
|x Study and teaching
|x Japanese speakers.
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| 650 |
|
0 |
|a Task analysis in education
|z Japan.
|
| 650 |
|
0 |
|a Education, Bilingual
|z Japan.
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| 650 |
|
6 |
|a Anglais (Langue)
|x Étude et enseignement
|z Japon.
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| 650 |
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6 |
|a Éducation
|x Analyse des emplois
|z Japon.
|
| 650 |
|
7 |
|a EDUCATION
|x Elementary.
|2 bisacsh
|
| 650 |
|
7 |
|a Education, Bilingual.
|2 fast
|0 (OCoLC)fst00902886
|
| 650 |
|
7 |
|a English language
|x Study and teaching.
|2 fast
|0 (OCoLC)fst00911670
|
| 650 |
|
7 |
|a English language
|x Study and teaching
|x Japanese speakers.
|2 fast
|0 (OCoLC)fst00911727
|
| 650 |
|
7 |
|a Task analysis in education.
|2 fast
|0 (OCoLC)fst01143467
|
| 651 |
|
7 |
|a Japan.
|2 fast
|0 (OCoLC)fst01204082
|
| 776 |
0 |
8 |
|i Print version:
|a Shintani, Natsuko.
|t Input-based tasks in foreign language instruction for young learners.
|d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]
|z 9789027207333
|w (DLC) 2015050476
|
| 830 |
|
0 |
|a Task-based language teaching ;
|v v. 9.
|
| 856 |
4 |
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|u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1422804
|z Texto completo
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|a Askews and Holts Library Services
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|a Coutts Information Services
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|a EBSCOhost
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