Individual Differences and Task-Based Language Teaching Edited by Shaofeng Li

Format:

Book

Contributor:

Li, Shaofeng, editor.

Series:

Task-Based Language Teaching 1877-346X 16

Language:

English

Subjects (All):

Applied linguistics.

Language acquisition.

Language teaching.

Local Subjects:

Applied linguistics.

Language acquisition.

Language teaching.

Physical Description:

1 online resource (viii, 379 pp )

Place of Publication:

Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2024

Summary:

This volume consists of a collection of empirical studies and research syntheses investigating the role of individual difference (ID) variables in task-based language teaching (TBLT)-a pedagogical approach that emphasizes the importance of the performance of meaning-oriented tasks in facilitating second language learning. TBLT is subject to learner-external as well as learner-internal factors, with the former referring to task- and context-related factors, and the latter to ID factors pertaining to learner traits, dispositions, or propensities. To date, the research has focused primarily on learner-external factors, and there has been insufficient and unsystematic research on individual difference factors. This volume brings centre stage this important but under-researched dimension by means of a comprehensive, in-depth examination of the role of key ID factors in TBLT. The volume integrates theory, research, and pedagogy by spelling out the mechanism through which IDs influence learning attainment, behaviours, and processes, examining evidence for theoretical claims, and discussing ways to apply research findings and cater to individual differences in the task-based classroom. Provided by publisher.

Contents:

Chapter 1. Individual differences and task-based language teaching / Shaofeng Li

Chapter 2. Anxiety in task-based language teaching / Hyejin An and Shaofeng Li

Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment / Chengchen Li and Jean-Marc Dewaele

Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels / Ángela Donate and Ronald P. Leow

Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks / Masako Ishikawa and Andrea Révész

Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance / Hyejin An and Shaofeng Li

Chapter 7. A review of learner motivation and engagement research in task-based language teaching / Yoon Namkung and YouJin Kim

Chapter 8. Teachers' and learners' beliefs about task-based language teaching / Phung Dao, Noriko Iwashita, Mai Nguyen and Carolina Arias-Contreras

Chapter 9. Task-based language learning and teaching / Rhonda Oliver and Tatiana Bogachenko

Chapter 10. Practitioners' perspectives / Jane Willis

Chapter 11. Teacher IDs and task adaptations / Laura Gurzynski-Weiss, Lara Bryfonski and Derek Reagan

Chapter 12. Conclusion / Rod Ellis

List of contributors

Notes:

Includes bibliographical references and index.

Other Format:

Hardbound version:

ISBN:

9789027246950

Access Restriction:

Restricted for use by site license.