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Chapter 12. Conclusion

Some thoughts on investigating individual differences in task-based language teaching
  • Rod Ellis
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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

This chapter begins by raising a number of general issues concerning the investigation of individual differences in task-based language teaching (TBLT) – the importance of investigating IDs in task-based language lessons as well as in individual tasks, including the study of input-based as well as output-based tasks, the selection of IDs to be investigated, and the need to make a clear distinction between IDs and engagement/emotion. The chapter then outlines a framework that can guide the study of IDs in TBLT where IDs along with teacher factors and situational context mediate task outcomes via how participants engage with a task. Finally, the chapter comments on pedagogical issues by considering what IDs should teachers consider in designing, implementing, or adapting tasks, how they can find out how their learners differ, and how they can accommodate learner IDs in TBLT.

Abstract

This chapter begins by raising a number of general issues concerning the investigation of individual differences in task-based language teaching (TBLT) – the importance of investigating IDs in task-based language lessons as well as in individual tasks, including the study of input-based as well as output-based tasks, the selection of IDs to be investigated, and the need to make a clear distinction between IDs and engagement/emotion. The chapter then outlines a framework that can guide the study of IDs in TBLT where IDs along with teacher factors and situational context mediate task outcomes via how participants engage with a task. Finally, the chapter comments on pedagogical issues by considering what IDs should teachers consider in designing, implementing, or adapting tasks, how they can find out how their learners differ, and how they can accommodate learner IDs in TBLT.

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.16.12ell

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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