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Input-based tasks in foreign language instruction for young learners /
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2016]
|
| Colección: | Task-based language teaching ;
v. 9. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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?
- 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.
- 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.
- 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