1887
  1. Home
  2. e-Journals
  3. Language Teaching for Young Learners
  4. Volume 2, Issue 1
  5. Article
Volume 2, Issue 1
  • ISSN 2589-2053
  • E-ISSN: 2589-207x
PDF

Abstract

Abstract

The purpose of this article is to discuss how task-based language teaching (TBLT) can work with beginner-level learners by using input-based tasks. It begins by dismissing a common critique of TBLT, namely that learners need to be taught some language before they can perform tasks, by arguing that input-based tasks make TBLT possible with beginner-level learners and that such an approach is entirely compatible with what research has shown about the early stages of L2 acquisition. A review of the research that has investigated input-based tasks follows and serves to identify key features in the design and implementation of tasks. Designing input-based tasks involves considering the choice of topic, the non-verbal devices that are central to the tasks, the pre-selection of target language, the verbal input for the task, and the task outcomes. Implementation options include task preparation, use of the learners’ first language, input modification and elaboration, focus-on-form and feedback, and task repetition.

© John Benjamins Publishing Company
Available under the CC BY-NC 4.0 license.
Loading

Article metrics loading...

/content/journals/10.1075/ltyl.19005.ell
2020-03-02
2025-04-28

  • From This Site

    /content/journals/10.1075/ltyl.19005.ell
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

/deliver/fulltext/ltyl.19005.ell.html?itemId=/content/journals/10.1075/ltyl.19005.ell&mimeType=html&fmt=ahah

References

  1. Bygate, M.
    (2018) Learning through task repetition. Amsterdam: John Benjamins. 10.1075/tblt.11
     https://doi.org/10.1075/tblt.11 [Google Scholar]
  2. Cekaite, A.
    (2007) A child’s development of interactional competence in a Swedish L2 classroom. Modern language Journal, 9, 45–62. 10.1111/j.1540‑4781.2007.00509.x
     https://doi.org/10.1111/j.1540-4781.2007.00509.x [Google Scholar]
  3. (2017) What makes a child a good language learner? Interactional competence, identity and immersion in a Swedish classroom. Annual Review of Applied Linguistics, 37, 45–61. 10.1017/S0267190517000046
     https://doi.org/10.1017/S0267190517000046 [Google Scholar]
  4. Clark, E.
    (1993) The lexicon in acquisition. Cambridge: Cambridge University Press. 10.1017/CBO9780511554377
     https://doi.org/10.1017/CBO9780511554377 [Google Scholar]
  5. Duran, G. & Ramaut, G.
    (2006) Tasks for absolute beginners and beyond: Developing and sequencing tasks at basic proficiency levels. InK. Van den Branden (Ed.), Task-based language education: From theory to practice (pp.47–75). Cambridge: Cambridge University Press. 10.1017/CBO9780511667282.004
     https://doi.org/10.1017/CBO9780511667282.004 [Google Scholar]
  6. Ellis, N.
    (2002) Frequency effects in language processing. Studies in Second Language Acquisition, 24(2), 143–188. 10.1017/S0272263102002024
     https://doi.org/10.1017/S0272263102002024 [Google Scholar]
  7. Ellis, R.
    (1984) Formulaic speech in early classroom second language development. InJ. Handscombe, R. Orem, & B. Taylor (Eds.), On TESOL’83: The question of context (pp.53–66). Washington DC: TESOL.
     [Google Scholar]
  8. (2003) Task-based language learning and teaching. Oxford: Oxford University Press.
     [Google Scholar]
  9. (2001) Non-reciprocal tasks, comprehension and second language acquisition. InM. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks second language learning, teaching and testing (pp.49–74). Harlow: Longman Pearson.
     [Google Scholar]
  10. (2008) The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
     [Google Scholar]
  11. (2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, 221–246. 10.1111/j.1473‑4192.2009.00231.x
     https://doi.org/10.1111/j.1473-4192.2009.00231.x [Google Scholar]
  12. (2018) Towards a modular language curriculum for using tasks. Language Teaching Research. doi:  10.1177/1362168818765315
     https://doi.org/10.1177/1362168818765315 [Google Scholar]
  13. Ellis, R., & He, X.
    (1999) The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 285–310. 10.1017/S0272263199002077
     https://doi.org/10.1017/S0272263199002077 [Google Scholar]
  14. Ellis, R., & Heimbach, R.
    (1997) Bugs and birds: Children’s acquisition of second language vocabulary through interaction. System, 25, 247–259. 10.1016/S0346‑251X(97)00012‑2
     https://doi.org/10.1016/S0346-251X(97)00012-2 [Google Scholar]
  15. Ellis, R., & Shintani, N.
    (2014) Exploring language pedagogy through second language acquisition research. Abingdon: Routledge.
     [Google Scholar]
  16. Ellis, R., Tanaka, Y., & Yamazaki, A.
    (1994) Classroom interaction, comprehension and the acquisition of word meanings. Language Learning, 44, 449–91. 10.1111/j.1467‑1770.1994.tb01114.x
     https://doi.org/10.1111/j.1467-1770.1994.tb01114.x [Google Scholar]
  17. Erlam, R., & Ellis, R.
    (2018) Task-based language teaching for beginner-level learners of L2 French: An exploratory study. Canadian Modern Language Review, 74(1), 1–26. 10.3138/cmlr.3831
     https://doi.org/10.3138/cmlr.3831 [Google Scholar]
  18. Klein, W., & Perdue, C.
    (1997) The basic variety (or: Couldn’t natural languages be much simpler?). Second Language Research, 13(4), 301–347. 10.1191/026765897666879396
     https://doi.org/10.1191/026765897666879396 [Google Scholar]
  19. Lightbown, P.
    (2016) From language learner to language learning researcher. InR. Ellis (Ed.), Becoming and being an applied linguist (pp.175–212). Amsterdam: John Benjamins. 10.1075/z.203.08lig
     https://doi.org/10.1075/z.203.08lig [Google Scholar]
  20. Littlewood, W.
    (2007) Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243–249. 10.1017/S0261444807004363
     https://doi.org/10.1017/S0261444807004363 [Google Scholar]
  21. Lai, C., Zhao, Y., & Wang, J.
    (2012) Task-based language teaching in online ab initio foreign language classrooms. Modern language Journal 95(Supplementary Issue), 81–103.
     [Google Scholar]
  22. Long, M.
    (1983) Native-speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126–41. 10.1093/applin/4.2.126
     https://doi.org/10.1093/applin/4.2.126 [Google Scholar]
  23. (1991) Focus on form: A design feature in language teaching methodology. InK. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp.39–52). Amsterdam: John Benjamins. 10.1075/sibil.2.07lon
     https://doi.org/10.1075/sibil.2.07lon [Google Scholar]
  24. (1996) The role of the linguistic environment in second language acquisition. InW. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp.121–158). San Diego, CA: Academic Press.
     [Google Scholar]
  25. (2015) Second language acquisition and task-based language teaching. Malden, MA: Wiley Blackwell.
     [Google Scholar]
  26. Long, M. H.
    (2016) In defence of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33. 10.1017/S0267190515000057
     https://doi.org/10.1017/S0267190515000057 [Google Scholar]
  27. Long, M., & Robinson, P.
    (1998) Focus on form: Theory, research, and practice. InC. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp.15–63). Cambridge: Cambridge University Press
     [Google Scholar]
  28. Oliver, R., & Azakarai, A.
    (2017) Review of child second language acquisition (SLA): Examining theories and research. Annual Review of Applied Linguistics, 37, 62–76. 10.1017/S0267190517000058
     https://doi.org/10.1017/S0267190517000058 [Google Scholar]
  29. Pinter, A.
    (2015) Task-based learning with children. InJ. Bland (Ed.), Teaching English to young learners. London: Bloomsbury.
     [Google Scholar]
  30. Prabhu, V. S.
    (1987) Second language pedagogy. Oxford: Oxford University Press.
     [Google Scholar]
  31. Richards, J., Platt, J., & Weber, H.
    (1985) Longman dictionary of applied linguistics. Harlow: Longman.
     [Google Scholar]
  32. Robinson, P.
    (2011) Second language task complexity, the Cognition Hypothesis, language learning, and performance. InP. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp.3–38). Amsterdam: John Benjamins. 10.1075/tblt.2.05ch1
     https://doi.org/10.1075/tblt.2.05ch1 [Google Scholar]
  33. Samuda, V., & M. Bygate
    (2008) Tasks in second language learning. Houndmills: Palgrave MacMillan. 10.1057/9780230596429
     https://doi.org/10.1057/9780230596429 [Google Scholar]
  34. Saville-Troike, M.
    (1988) Private speech: Evidence for second language learning strategies during the ‘silent’ period. Journal of Child Language, 15(3), 567–90. 10.1017/S0305000900012575
     https://doi.org/10.1017/S0305000900012575 [Google Scholar]
  35. Shintani, N.
    (2012) Repeating input-based tasks with young beginner learners. RELC Journal, 43(1), 39–51. 10.1177/0033688212439322
     https://doi.org/10.1177/0033688212439322 [Google Scholar]
  36. (2016) Input-based tasks in foreign language instruction for young learners. Amsterdam: John Benjamins. 10.1075/tblt.9
     https://doi.org/10.1075/tblt.9 [Google Scholar]
  37. Shintani, N., & Ellis, R.
    (2010) The incidental acquisition of plural-s by Japanese children in comprehension-based lessons: A process-product study. Studies in Second Language Acquisition, 32(4), 607–637. 10.1017/S0272263110000288
     https://doi.org/10.1017/S0272263110000288 [Google Scholar]
  38. Swan, M.
    (2005) Legislating by hypothesis: The case of task-based instruction. Applied Linguistics, 26, 376–401. 10.1093/applin/ami013
     https://doi.org/10.1093/applin/ami013 [Google Scholar]
  39. Willis, J.
    (1996) A framework for task-based learning. Harlow: Longman.
     [Google Scholar]
  40. Willis, D., & Willis, J.
    (2007) Doing task-based teaching. Oxford: Oxford University Press.
     [Google Scholar]
/content/journals/10.1075/ltyl.19005.ell
Loading
Task-based language teaching for beginner-level young learners
Language Teaching for Young Learners 2, 4 (2020); https://doi.org/10.1075/ltyl.19005.ell
/content/journals/10.1075/ltyl.19005.ell
/content/journals/10.1075/ltyl.19005.ell
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): beginner learners; design and implementation; input-based tasks; task-based language teaching

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error