Second Language Acquisition and Task-Based Language Teaching

Detalles Bibliográficos
Autor principal: Long, Mike
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Newark : John Wiley & Sons, Incorporated, 2014.
Colección:New York Academy of Sciences Ser.
Temas:
Electronic books.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Title page
  • Copyright page
  • Contents
  • Preface and Acknowledgments
  • Part One: Theory and Research
  • Chapter 1: Why TBLT?
  • 1.1. The Importance of Second Language Learning and Teaching in the Twenty-First Century
  • 1.2. TBLT and the Meaning of 'Task'
  • 1.3. A Rationale for TBLT
  • 1.3.1. Consistency with SLA theory and research findings
  • 1.3.2. Basis in philosophy of education
  • 1.3.3. Accountability
  • 1.3.4. Relevance
  • 1.3.5. Avoidance of known problems with existing approaches
  • 1.3.6. Learner-centeredness
  • 1.3.7. Functionality
  • 1.4. Summary
  • 1.5. Suggested Readings
  • Chapter 2: SLA and the Fundamental LT Divide
  • 2.1. Interventionist and Non-Interventionist Positions
  • 2.1.1. Interventionist positions
  • 2.1.2. Non-interventionist positions
  • 2.2. Synthetic and Analytic Approaches to LT
  • 2.2.1. Synthetic approaches
  • 2.2.2. Analytic approaches
  • 2.3. Problems with Synthetic Approaches and Focus on Forms
  • 2.4. Problems with Analytic Approaches and Focus on Meaning
  • 2.5. A Third Option: Analytic Approaches with a Focus on Form
  • 2.6. A Role for Instructed Second Language Acquisition (ISLA) Research
  • 2.7. Summary
  • 2.8. Suggested Readings
  • Chapter 3: Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA)
  • 3.1. Theoretical Disunity in Second Language Acquisition (SLA)
  • 3.2. When Knowledge Is Incomplete: The Role of Theory
  • 3.3. A Cognitive-Interactionist Theory of ISLA: Problems and Explanations
  • P1. Purely incidental and implicit child L1A is overwhelmingly successful
  • P2. Purely incidental and implicit adult L2A is highly variable and largely unsuccessful
  • E1. Adult SLA is maturationally constrained
  • E2. Adults, so defined, are partially "disabled" language learners
  • P3. Some classes of linguistic features in adult SLA are fragile
  • E3. Implicit learning is still the default learning mechanism
  • E4. Explicit learning (including focal attention) is required to improve implicit processing in adult SLA, but is constrained
  • E5. Attention is critical, at two levels
  • E6. The Interaction Hypothesis
  • E7. The role of negative feedback, including recasts
  • P4. Success and failure in adult SLA vary among and within individuals
  • E8. Individual differences, especially input sensitivity, and linguistic differences, especially perceptual saliency, are responsible for variability in, and within, ultimate L2 attainment
  • 3.4. Summary
  • 3.5. Suggested Readings
  • Chapter 4: Philosophical Underpinnings: L'education Integrale
  • 4.1. TBLT's Philosophical Principles: Origins and Overview
  • 4.2. L'education Integrale and Learning by Doing
  • 4.3. Individual Freedom
  • 4.4. Rationality
  • 4.5. Emancipation
  • 4.6. Learner-Centeredness
  • 4.7. Egalitarian Teacher-Student Relationships
  • 4.8. Participatory Democracy

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