Chapter 9. Task-based language learning and teaching
-
Rhonda Oliver
Abstract
Different theoretical perspectives have informed task-based research exploring variables related to individual differences. Whilst the majority of studies have been undertaken with adult learners, there is a small and growing body of work investigating what younger learners do when they use tasks. Informed by the literature and database search, this review extends our previous paper (Oliver & Bogachenko, 2019), addressing the specific individual difference of age. It outlines differences in the way younger and older learners approach tasks, how they negotiate for meaning, whether or not and how they use input and different types of feedback (e.g., recasts), and how and to what extent they modify their output. The findings show that other factors, such as type of tasks and task modality, learner proficiency, context of learning (e.g., teacher-fronted, types of peer pairings) combine with age to impact the type of task-based interactions that occur. It also suggests teachers may be more or less effective using task-based teaching according to the age of their learners, for example, either by scaffolding pre-task (for younger learners) or providing support during task (for older learners). Pedagogically, however, the research shows that regardless of age, learners benefit from task-based interaction and in a range of instructional settings. Even so, there are clear age differences, and it is vital that the age of learners is taken into account. Much more research is needed to further develop age-appropriate task guidelines for teachers.
Abstract
Different theoretical perspectives have informed task-based research exploring variables related to individual differences. Whilst the majority of studies have been undertaken with adult learners, there is a small and growing body of work investigating what younger learners do when they use tasks. Informed by the literature and database search, this review extends our previous paper (Oliver & Bogachenko, 2019), addressing the specific individual difference of age. It outlines differences in the way younger and older learners approach tasks, how they negotiate for meaning, whether or not and how they use input and different types of feedback (e.g., recasts), and how and to what extent they modify their output. The findings show that other factors, such as type of tasks and task modality, learner proficiency, context of learning (e.g., teacher-fronted, types of peer pairings) combine with age to impact the type of task-based interactions that occur. It also suggests teachers may be more or less effective using task-based teaching according to the age of their learners, for example, either by scaffolding pre-task (for younger learners) or providing support during task (for older learners). Pedagogically, however, the research shows that regardless of age, learners benefit from task-based interaction and in a range of instructional settings. Even so, there are clear age differences, and it is vital that the age of learners is taken into account. Much more research is needed to further develop age-appropriate task guidelines for teachers.
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Series editors’ preface vii
- Foreword 1
-
Section 1. Introduction
- Chapter 1. Individual differences and task-based language teaching 10
-
Section 2. Affective differences
- Chapter 2. Anxiety in task-based language teaching 52
- Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment 84
- Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels 111
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Section 3. Cognitive differences
- Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks 140
- Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance 161
-
Section 4. Conative differences
- Chapter 7. A review of learner motivation and engagement research in task-based language teaching 198
- Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching 228
-
Section 5. Sociodemographic differences
- Chapter 9. Task-based language learning and teaching 262
-
Section 6. Pedagogical perspectives
- Chapter 10. Practitioners’ perspectives 288
- Chapter 11. Teacher IDs and task adaptations 313
-
Section 7. Conclusion
- Chapter 12. Conclusion 346
- List of contributors 365
- Index 371
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Series editors’ preface vii
- Foreword 1
-
Section 1. Introduction
- Chapter 1. Individual differences and task-based language teaching 10
-
Section 2. Affective differences
- Chapter 2. Anxiety in task-based language teaching 52
- Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment 84
- Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels 111
-
Section 3. Cognitive differences
- Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks 140
- Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance 161
-
Section 4. Conative differences
- Chapter 7. A review of learner motivation and engagement research in task-based language teaching 198
- Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching 228
-
Section 5. Sociodemographic differences
- Chapter 9. Task-based language learning and teaching 262
-
Section 6. Pedagogical perspectives
- Chapter 10. Practitioners’ perspectives 288
- Chapter 11. Teacher IDs and task adaptations 313
-
Section 7. Conclusion
- Chapter 12. Conclusion 346
- List of contributors 365
- Index 371
