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- Volume 1, Issue 1, 2021
TASK - Volume 1, Issue 1, 2021
Volume 1, Issue 1, 2021
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Introducing TASK
Author(s): Kris Van den Branden and Koen Van Gorppp.: 1–10 (10)More LessWe are very proud to present the very first issue of Task. Journal on task-based language teaching and learning. It is an international refereed journal dedicated to promoting and disseminating scholarship and research in the field of Task-Based Language Teaching (TBLT) and learning. In this preface, we will briefly describe the history that led to this journal, define what we mean by task-based language teaching and learning, and describe the main ambitions we as editors have with this journal. We will also reflect on the different types of articles the journal will welcome, and present the articles in this inaugural issue.
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Options in a task-based language-teaching curriculum
Author(s): Rod Ellispp.: 11–46 (36)More LessAbstractI draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.
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Exploring the relationship between TBLT and ISLA
Author(s): Shawn Loewen and Masatoshi Satopp.: 47–70 (24)More LessAbstractThe relationship between task-based language teaching (TBLT) and instructed second language acquisition (ISLA) is a close one. Both are concerned primarily with facilitating the development of second language (L2) learners’ linguistic proficiency. This article begins by providing a brief description of both terms. TBLT has been described as an approach to language teaching, comprised primarily of a needs analysis, development of meaning-focused instructional materials, and assessment. The central construct is the task, which provides opportunities for learners to use their own linguistic resources as they engage in meaning-focused interaction. In contrast, ISLA is a research field encompassing multiple approaches to L2 teaching and learning, based on various theoretical perspectives. As such, ISLA includes TBLT, especially as both have a particular interest in the cognitive-interactionist approach to L2 instruction. Differences between the two terms include a focus on explicit instruction in ISLA that is not present in most versions of TBLT. In addition, ISLA does not constitute an all-encompassing curricular approach to L2 instruction. Finally, ISLA has been less focused on needs analyses and assessment in comparison to TBLT. This article ends with a consideration of areas of mutual concern, as well as perspectives from each that might benefit the other.
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Unlocking the power of productive classroom talk for early second language acquisition
Author(s): Carolien Frijns and Kris Van den Brandenpp.: 71–99 (29)More LessAbstractThis study investigates whether participation in classroom interaction and a specific type of affective priming using parents’ pictures had positive effects on ethnic minority children’s L2 vocabulary acquisition. A quasi-experimental study was set up in which preschoolers-at-risk were engaged in a task-based intervention with different types of affective priming while they were participating in, or overhearing, classroom interaction in the L2. The results of the study indicated significant main effects of (1) the children’s prior proficiency in the second language and (2) their participation in productive classroom interaction on their vocabulary acquisition. A significant interaction effect was found for overhearing and school disliking. For affective priming, no significant effects were found. This present study provides evidence that both participating in, and overhearing, productive classroom talk are powerful ways to boost young children’s L2 vocabulary acquisition.
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Learning vocabulary in spoken input- and output-based tasks
Author(s): Phuong Thao Duong, Maribel Montero Perez, Piet Desmet and Elke Peterspp.: 100–126 (27)More LessAbstractThis experimental study explores the differential effects of spoken input-based and output-based tasks on vocabulary knowledge. The study also investigates whether such tasks result in more learning gains than exposure to input-only (no subsequent task). The study employed a pretest-posttest design with two groups: an experimental group (n = 32) who completed both input- and output-based tasks in a counterbalanced way and a comparison group (n = 12) who were only exposed to L2 input. Vocabulary gains were measured at three levels of sensitivity: oral spontaneous use, oral form recall and meaning recall. The findings showed that participants who were only exposed to L2 input learned significantly fewer words than participants who completed the input-based and output-based tasks. No difference in learning gains was found between the input-based and output-based tasks.
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Self-Determination theory and tasks
Author(s): Paul Leeming and Justin Harris
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