Input-based Tasks in Foreign Language Instruction for Young Learners
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.
[Task-Based Language Teaching, 9] 2016. xi, 199 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Acknowledgement | pp. xi–xii
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Series Editors' Preface | p. xi
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Chapter 1. Getting started with task-based teaching | pp. 1–10
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Chapter 2. Task-based language teaching in “difficult’ contexts: Pedagogical issues | pp. 11–30
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Chapter 3. Theoretical foundation of task-based language teaching | pp. 31–60
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Chapter 4. Introducing the comparative method study of PPP and TBLT | pp. 61–80
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Chapter 5. Comparing the process features of the two types of instruction | pp. 81–112
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Chapter 6. Learning vocabulary through PPP and TBLT | pp. 113–128
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Chapter 7. Incidental acquisition of grammatical features in PPP and TBLT | pp. 129–142
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Chapter 8. Theoretical implications of the study | pp. 143–154
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Chapter 9. Pedagogical implications of the study | pp. 155–170
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Chapter 10. Conclusion | pp. 171–174
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References | pp. 175–188
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Appendices | pp. 189–198
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Index | pp. 199–200
“Natsuko Shintani’s impressive new book combines deep understanding of the theory and research behind TBLT, practical insights from her personal teaching experience, sample materials for implementing TBLT at the classroom level, and some of the finest L2 classroom research to date on this or any other topic. Highly recommended.”
Michael H. Long, University of Maryland
“This ground-breaking book offers an articulate, persuasive and empirically-based case for task-based learning (TBL) in “difficult” contexts. It is a work of true originality in at least three respects - its innovative approach to input-based tasks; its focus on TBL for beginning learners of pre-primary school age; and in the comprehensive PPP-TBLT method comparison study reported herein. This book is essential reading for researchers and students of TBLT and instructed second language acquisition.”
Jonathan Newton, Victoria University of Wellington
“This is an excellent book, well written, thought-provoking and just with the right balance between theory and practice. It fulfills its main goal by showing that task-based instruction is feasible with young beginners, at least as effective as other methods, and conducive to natural FL classroom interactions, provided it is input-based and teacher-led. It is highly recommend to SLA researchers and practioners, including classroom teachers and teacher trainees.”
Marie Jouannaud, University of Grenoble-Alpes, on Linguist List 28.716 (2017)
Cited by (57)
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2023. Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate. Computer Assisted Language Learning ► pp. 1 ff.
Jia, Shijiao & Madhubala Bava Harji
2023. Themes, knowledge evolution, and emerging trends in task-based teaching and learning: A scientometric analysis in CiteSpace. Education and Information Technologies 28:8 ► pp. 9783 ff.
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2023. K-12 content teachers designing language tasks: A follow-up to Erlam, 2016. Language Teaching Research ► pp. 136216882211484 ff.
Wouters, Isabelle, Nina Woll & Pierre-Luc Paquet
2023. Modelling plurilingual instruction through a crosslinguistic-communicative task sequence. TASK. Journal on Task-Based Language Teaching and Learning 3:1 ► pp. 28 ff.
Burri, Michael, Jessica Mantei & Lisa Kervin
2022. “This side is the real world and the other one is like Minecraft”. Language Teaching for Young Learners 4:2 ► pp. 192 ff.
East, Martin, Constanza Tolosa, Jocelyn Howard, Christine Biebricher & Adèle Scott
2022. Beginning the Journeys Towards Intercultural Capability. In Journeys Towards Intercultural Capability in Language Classrooms [Intercultural Communication and Language Education, ], ► pp. 1 ff.
Harris, Justin & Paul Leeming
2022. The impact of teaching approach on growth in L2 proficiency and self-efficacy. Journal of Second Language Studies 5:1 ► pp. 114 ff.
Jackson, Daniel O.
2022. Task-Based Language Teaching,
Leeming, Paul & Justin Harris
2022. Self-Determination theory and tasks. TASK. Journal on Task-Based Language Teaching and Learning 2:2 ► pp. 164 ff.
Moore, Paul J.
2022. Task-Based Language Teaching (TBLT) in Japanese EFL Contexts. In International Handbook on Education Development in Asia-Pacific, ► pp. 1 ff.
Moore, Paul J.
2023. Task-Based Language Teaching (TBLT) in Japanese EFL Contexts. In International Handbook on Education Development in the Asia-Pacific, ► pp. 661 ff.
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2021. Adoption of TBLT at a primary school in Vietnam: A case study. Can Tho University Journal of Science 13:2
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2021. A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 27 ff.
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M. Norris, John & John McE. Davis
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2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 397 ff.
Newton, Jonathan
2021. The Adoption of Task-Based Language Teaching in Diverse Contexts. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 649 ff.
Samuda, Virginia & Martin Bygate
2021. Exploring the Nuts and Bolts of Task Design. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 262 ff.
Wong, Steven & Natsuko Shintani
2021. Computer-mediated instruction using ondoku practice for developing elementary school students’ pronunciation
skills. Language Teaching for Young Learners 3:1 ► pp. 159 ff.
Lee, Minjin & Andrea Révész
2020. PROMOTING GRAMMATICAL DEVELOPMENT THROUGH CAPTIONS AND TEXTUAL ENHANCEMENT IN MULTIMODAL INPUT-BASED TASKS. Studies in Second Language Acquisition 42:3 ► pp. 625 ff.
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
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Erlam, Rosemary
2019. Chapter 10. Input-based tasks in the French language classroom. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 229 ff.
Erlam, Rosemary & Rod Ellis
2019. Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018). Language Teaching 52:4 ► pp. 490 ff.
Lambert, Craig
2019. Introduction. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching, ► pp. 1 ff.
Lambert, Craig
2019. Referent Similarity and TBLT. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching, ► pp. 117 ff.
Long, Michael H., Jiyong Lee & Kyoko Kobayashi Hillman
2019. Task-Based Language Learning. In The Cambridge Handbook of Language Learning, ► pp. 500 ff.
Pinter, Annamaria
2019. Agency and technology-mediated task repetition with young learners. Language Teaching for Young Learners 1:2 ► pp. 139 ff.
Révész, Andrea
2019. Replication in task-based language teaching research: Kim (2012) and Shintani (2012). Language Teaching 52:3 ► pp. 374 ff.
Andon, Nick
2018. Chapter 5. Optimal conditions for TBLT?. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12], ► pp. 132 ff.
Burri, Michael
2018. Empowering Nonnative‐English–Speaking Teachers in Primary School Contexts: An Ethnographic Case Study. TESOL Journal 9:1 ► pp. 185 ff.
Nakata, Yoshiyuki, Osamu Ikeno, Yuzo Kimura, Naoyuki Naganuma & Stephen Andrews
2018. Assessing Japanese teachers’ classroom English “internationally”: implications for the development of classroom English language benchmarks in Japan. Language Testing in Asia 8:1
Samuda, Virginia, Martin Bygate & Kris Van den Branden
2018. Introduction. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12], ► pp. 2 ff.
Shintani, Natsuko
2018. Chapter 10. Mediating input-based tasks for beginner learners through task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 255 ff.
Taguchi, Naoko & YouJin Kim
2018. Chapter 1. Task-based approaches to teaching and assessing pragmatics. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 2 ff.
East, Martin
2017. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50:3 ► pp. 412 ff.
Ellis, Rod
2017. Position paper: Moving task-based language teaching forward. Language Teaching 50:4 ► pp. 507 ff.
Ellis, Rod
2019. Towards a modular language curriculum for using tasks. Language Teaching Research 23:4 ► pp. 454 ff.
Ellis, Rod
2020. Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners 2:1 ► pp. 4 ff.
Jackson, Daniel O. & Alfred Rue Burch
2017. Complementary Theoretical Perspectives on Task‐Based Classroom Realities. TESOL Quarterly 51:3 ► pp. 493 ff.
Bygate, Martin
2016. TBLT through the lens of applied linguistics. ITL - International Journal of Applied Linguistics 167:1 ► pp. 3 ff.
[no author supplied]
2021. Input. In SLA Applied, ► pp. 15 ff.
[no author supplied]
[no author supplied]
This list is based on CrossRef data as of 25 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General