Input-based tasks in foreign language instruction for young learners
Author(s)
Bibliographic Information
Input-based tasks in foreign language instruction for young learners
(Task-based language teaching : issues, research and practice / editors, Martin Bygate, John M. Norris, Kris Van den Branden, v. 9)
J. Benjamins, c2016
- : pb
- : hb
Available at 32 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
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Note
Includes bibliographical references (p. [175]-188) and index
Description and Table of Contents
Description
The book examines how task-based language teaching (TBLT) can be carried out with young beginner learners in a foreign language context. It addresses how TBLT can be introduced and implemented in a difficult instructional context where traditional teaching approaches are entrenched. The book reports a study that examined how TBLT can be made to work in such a context. The study compares the effectiveness of TBLT and the traditional "present-practice-produce" (PPP) approach for teaching English to young beginner learners in Japan. The TBLT researched in this study is unique as it employed input-based tasks rather than oral production tasks. The study shows that such tasks constitute an ideal means of inducting beginner learners into listening and processing English. It also shows that such tasks lead naturally to the learners trying to use the L2 in communication. It provides evidence to support the claim that TBLT promotes the kind of naturalistic interaction which is beneficial for the development of both interactional and linguistic competence. The book concludes with suggestions for how to implement TBLT in Japanese school contexts.
Table of Contents
- 1. Acknowledgement
- 2. Series Editors' Preface
- 3. Chapter 1. Getting started with task-based teaching
- 4. Chapter 2. Task-based language teaching in "difficult' contexts: Pedagogical issues
- 5. Chapter 3. Theoretical foundation of task-based language teaching
- 6. Chapter 4. Introducing the comparative method study of PPP and TBLT
- 7. Chapter 5. Comparing the process features of the two types of instruction
- 8. Chapter 6. Learning vocabulary through PPP and TBLT
- 9. Chapter 7. Incidental acquisition of grammatical features in PPP and TBLT
- 10. Chapter 8. Theoretical implications of the study
- 11. Chapter 9. Pedagogical implications of the study
- 12. Chapter 10. Conclusion
- 13. References
- 14. Appendices
- 15. Index
by "Nielsen BookData"