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Chapter 12. A task-based needs analysis framework for TBLT

Theory, purpose, and application
  • Ellen Grote and Rhonda Oliver
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Second Language Acquisition Theory
This chapter is in the book Second Language Acquisition Theory

Abstract

This chapter focuses on the evidenced-based Task Based Needs Analysis (NA) model that Michael Long developed as a tool for Task Based Language Teaching (TBLT). It describes the theoretical underpinnings of the model, its purpose and aims, its function in TBLT, how it contributes to task and syllabus design, and importantly, how the framework foregrounds the ‘real life’ aspects of language learning that is integral the definition of task as proposed by Michael Long.

Abstract

This chapter focuses on the evidenced-based Task Based Needs Analysis (NA) model that Michael Long developed as a tool for Task Based Language Teaching (TBLT). It describes the theoretical underpinnings of the model, its purpose and aims, its function in TBLT, how it contributes to task and syllabus design, and importantly, how the framework foregrounds the ‘real life’ aspects of language learning that is integral the definition of task as proposed by Michael Long.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. In memory of Professor Michael H. Long (1945–2021) vii
  4. Acknowledgements ix
  5. Preface xi
  6. About the editor and contributors xix
  7. Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
  8. Chapter 2. Taking the Long view 9
  9. Chapter 3. Stabilization 29
  10. Chapter 4. Enhanced incidental learning 77
  11. Chapter 5. The uncertainty principle in second language acquisition 101
  12. Chapter 6. Tandem interaction enhancement 113
  13. Chapter 7. Immediate versus delayed oral negative feedback 127
  14. Chapter 8. A calculus for L1 transfer 143
  15. Chapter 9. Age of acquisition in second language thinking 177
  16. Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
  17. Chapter 11. Performance on second language speaking tasks 211
  18. Chapter 12. A task-based needs analysis framework for TBLT 235
  19. Chapter 13. Can focus on form have an effect on language development? 257
  20. Index 273
https://doi.org/10.1075/bpa.14.12gro

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. In memory of Professor Michael H. Long (1945–2021) vii
  4. Acknowledgements ix
  5. Preface xi
  6. About the editor and contributors xix
  7. Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
  8. Chapter 2. Taking the Long view 9
  9. Chapter 3. Stabilization 29
  10. Chapter 4. Enhanced incidental learning 77
  11. Chapter 5. The uncertainty principle in second language acquisition 101
  12. Chapter 6. Tandem interaction enhancement 113
  13. Chapter 7. Immediate versus delayed oral negative feedback 127
  14. Chapter 8. A calculus for L1 transfer 143
  15. Chapter 9. Age of acquisition in second language thinking 177
  16. Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
  17. Chapter 11. Performance on second language speaking tasks 211
  18. Chapter 12. A task-based needs analysis framework for TBLT 235
  19. Chapter 13. Can focus on form have an effect on language development? 257
  20. Index 273
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