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How to Teach an Additional Language: To task or not to task? [Pehme köide]

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  • Formaat: Paperback / softback, 292 pages, kõrgus x laius: 240x170 mm, kaal: 590 g
  • Sari: Task-Based Language Teaching 15
  • Ilmumisaeg: 13-Apr-2022
  • Kirjastus: John Benjamins Publishing Co
  • ISBN-10: 9027210969
  • ISBN-13: 9789027210968
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How to Teach an Additional Language: To task or not to task?Suurem pilt
  • Formaat: Paperback / softback, 292 pages, kõrgus x laius: 240x170 mm, kaal: 590 g
  • Sari: Task-Based Language Teaching 15
  • Ilmumisaeg: 13-Apr-2022
  • Kirjastus: John Benjamins Publishing Co
  • ISBN-10: 9027210969
  • ISBN-13: 9789027210968
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9789027210968.html
Märksõnad:
This book provides a comprehensive, research-based account of how people learn a second/foreign language and shows how classroom practice can be organised around research-based principles. In the first part, the book provides an up-to-date insight into the cognitive, motivational, and emotional dimensions of learning an additional language. In the second part, 10 principles of high-quality additional language teaching are introduced, which are illustrated by a wealth of authentic, classroom-based examples. The author also explores implications for curriculum design and the assessment of additional language competences. A separate chapter is devoted to the ways in which innovation in language education can be fostered. Throughout the book, the question is addressed whether additional language teaching should primarily focus on meaningful tasks, form-based practice, or the integration of both. This book is a must-read for all those who are interested in improving the quality of second and foreign language education.
Series editors' preface ix
Preface xi
Chapter 1 Setting the scene
1(24)
Introduction
1(1)
Challenges for language teachers
2(1)
The time factor
3(1)
The importance of high-quality AL education
4(2)
From elements to tasks, or vice versa?
6(1)
Knowledge-based approaches
6(1)
A task-based approach
7(6)
Two different approaches to language teaching
13(2)
Goals
15(2)
From goals to activities
17(1)
Learning environments
18(1)
In the mix
18(2)
Outline of the book
20(5)
Part I Additional language learning in the 21st century: Research and theory
Chapter 2 Cognitive aspects of additional language acquisition
25(44)
Introduction
25(4)
Language learning is an active process
29(2)
The impact of frequency
31(1)
The primacy of implicit knowledge
32(2)
Rich, elaborate, meaningful input
34(3)
The crucial role of output and feedback
37(1)
The power of feedback
38(2)
Error correction: Explicit or implicit feedback?
40(2)
Interaction and the art of language-building conversations
42(3)
The effects of cooperative learning
45(3)
Learning by observing interactions
48(1)
The impact of explicit language instruction
48(5)
The limits to transfer
53(3)
The explicit teaching of cognitive and metacognitive strategies
56(1)
Effects of strategy instruction
57(1)
How can self-regulation be enhanced?
58(1)
Task performance and the use of multiple resources
59(5)
The age factor
64(2)
Conclusion
66(3)
Chapter 3 Motivational and affective aspects of additional language acquisition
69(34)
Introduction
69(1)
L2 learning motivation: Why learn a second language at all?
69(1)
Complex, multidimensional, and dynamic
70(2)
Self-determination theory
72(3)
The prospect of success
75(2)
The value of learning an additional language
77(1)
Value or values?
78(2)
The concept of L2 selves
80(4)
The role of emotions
84(1)
The role of anxiety
84(2)
Positive emotions
86(1)
Flow
87(2)
An integrated model of AL learning motivation
89(4)
Research into teachers' multidimensional, dynamic motivation strategies
93(5)
Conclusion: The classroom as a pedagogical space
98(5)
Part II High-quality additional language education: From research and theory to practice
Chapter 4 Ten principles for high-quality additional language education
103(52)
Introduction
103(1)
The 10 key principles
104(1)
Principle 1 Activate
105(1)
How to activate students in the classroom
106(3)
Activation and the linguistic focus of joint attention
109(2)
Activating all students in the classroom
111(2)
Principle 2 Challenge
113(6)
Principle 3 Connect
119(2)
Connections with prior knowledge
121(1)
Connecting explicit learning with implicit learning
122(4)
Principle 4 Recycle
126(3)
Principle 5 Interact
129(5)
Principle 6 Globalise
134(1)
Crossing the boundaries between different subjects in the curriculum
134(2)
Project-based work
136(2)
Crossing boundaries between formal learning at school and informal learning outside school
138(2)
Homework
140(2)
Crossing the boundaries between languages
142(2)
Principle 7 Assess
144(1)
Principle 8 Diversify
145(3)
Diversifying content
148(1)
Principle 9 Care
149(2)
Principle 10 Excite
151(2)
Integrating the 10 principles
153(2)
Chapter 5 Curriculum design for 21st-century additional language education
155(48)
Introduction
155(1)
Determining goals: A product-based or process-based approach?
155(1)
Defining the key goals of the 21st-century curriculum
156(5)
Narrow and broad AL curricula
161(5)
Determining the unit of analysis for goal description
166(2)
Needs analysis
168(2)
Selecting the basic unit for classroom learning activity
170(1)
The sequencing issue
171(2)
Sequencing tasks
173(1)
Parameters for task complexity
174(6)
Teachers dynamically moving from complexity to difficulty
180(3)
Language courses: To be or not to be?
183(6)
The role of modern technology in the additional language curriculum
189(6)
The multilingual turn
195(1)
Goals
196(1)
Learning activities
197(3)
From theory to practice
200(1)
Conclusion
201(2)
Chapter 6 Implications for assessment
203(28)
Introduction
203(1)
Why?
204(3)
What and how?
207(7)
The missing links
214(2)
Adding a process and growth dimension
216(7)
Multiple observers
223(2)
Progress, not perfection
225(2)
Authentic performance-based assessment
227(2)
Reinterpreting washback
229(1)
Conclusion
230(1)
Chapter 7 The dynamics of innovating additional language education
231(34)
Introduction
231(1)
Innovation in language education
232(2)
The implementation of task-based language teaching
234(6)
The impact of professional development interventions in general
240(3)
The crucial importance of teamwork
243(2)
Process-related aspects of implementing a school-based language policy
245(6)
Research into the implementation of school-based language policies
251(4)
Implications for pre-service teacher education
255(1)
Curriculum design
255(4)
Learning activities and assessment
259(3)
Conclusion
262(3)
Chapter 8 Concluding remarks
265(2)
References 267(22)
Index 289