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Chapter 10. Practitioners’ perspectives

How teachers use TBLT to accommodate individual differences
  • Jane Willis
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Individual Differences and Task-Based Language Teaching
This chapter is in the book Individual Differences and Task-Based Language Teaching

Abstract

The aim of this chapter is to explore the potential of task-based language teaching to accommodate a range of learner individual differences (IDs). As such it is different from previous chapters in this volume which report research findings on separate individual differences. To supplement my own experience, I invited teachers I knew who practised TBLT to contribute their observations and reflections on the IDs most relevant to TBLT in their teaching contexts. Their experiences of using task-based language teaching in their classes shed light on how a task-based approach can support learners with individual differences. The chapter then explores ways in which the stages in a task-based lesson framework can address particular individual differences. The chapter contains practical examples which illustrate aspects of task design and implementation that can accommodate one or more individual differences. These will be of relevance to all language teachers including those in professional development programs and novice teachers on pre-service teacher education courses.

Abstract

The aim of this chapter is to explore the potential of task-based language teaching to accommodate a range of learner individual differences (IDs). As such it is different from previous chapters in this volume which report research findings on separate individual differences. To supplement my own experience, I invited teachers I knew who practised TBLT to contribute their observations and reflections on the IDs most relevant to TBLT in their teaching contexts. Their experiences of using task-based language teaching in their classes shed light on how a task-based approach can support learners with individual differences. The chapter then explores ways in which the stages in a task-based lesson framework can address particular individual differences. The chapter contains practical examples which illustrate aspects of task design and implementation that can accommodate one or more individual differences. These will be of relevance to all language teachers including those in professional development programs and novice teachers on pre-service teacher education courses.

Chapters in this book

  1. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
  2. Table of contents v
  3. Series editors’ preface vii
  4. Foreword 1
  5. Section 1. Introduction
  6. Chapter 1. Individual differences and task-based language teaching 10
  7. Section 2. Affective differences
  8. Chapter 2. Anxiety in task-based language teaching 52
  9. Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment 84
  10. Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels 111
  11. Section 3. Cognitive differences
  12. Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks 140
  13. Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance 161
  14. Section 4. Conative differences
  15. Chapter 7. A review of learner motivation and engagement research in task-based language teaching 198
  16. Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching 228
  17. Section 5. Sociodemographic differences
  18. Chapter 9. Task-based language learning and teaching 262
  19. Section 6. Pedagogical perspectives
  20. Chapter 10. Practitioners’ perspectives 288
  21. Chapter 11. Teacher IDs and task adaptations 313
  22. Section 7. Conclusion
  23. Chapter 12. Conclusion 346
  24. List of contributors 365
  25. Index 371
https://doi.org/10.1075/tblt.16.10wil

Chapters in this book

  1. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
  2. Table of contents v
  3. Series editors’ preface vii
  4. Foreword 1
  5. Section 1. Introduction
  6. Chapter 1. Individual differences and task-based language teaching 10
  7. Section 2. Affective differences
  8. Chapter 2. Anxiety in task-based language teaching 52
  9. Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment 84
  10. Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels 111
  11. Section 3. Cognitive differences
  12. Chapter 5. Written languaging, language aptitude, and L2 learning through dictogloss tasks 140
  13. Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance 161
  14. Section 4. Conative differences
  15. Chapter 7. A review of learner motivation and engagement research in task-based language teaching 198
  16. Chapter 8. Teachers’ and learners’ beliefs about task-based language teaching 228
  17. Section 5. Sociodemographic differences
  18. Chapter 9. Task-based language learning and teaching 262
  19. Section 6. Pedagogical perspectives
  20. Chapter 10. Practitioners’ perspectives 288
  21. Chapter 11. Teacher IDs and task adaptations 313
  22. Section 7. Conclusion
  23. Chapter 12. Conclusion 346
  24. List of contributors 365
  25. Index 371
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