John Benjamins Publishing Company
Chapter 6. Task structure and patterns of interaction
Abstract
Most EFL learners in Japan have few opportunities to observe native speakers (NSs) performing in task-like scenarios, and consequently struggle to access the lexical phrases and formulaic chunks that facilitate fluent communication in goal-oriented conversation tasks. This often results in the use of the L1 during tasks. This chapter reports the findings of a study of native-speaker task interaction over a range of task types, focusing on the ways in which patterns of interaction are influenced by task design, and showing how recordings of NS task interaction can be used to better equip learners to perform similar tasks without recourse to L1. Findings of the study imply that valuable insights can be obtained by analyzing NS task performance, enabling L2 researchers to obtain a deeper understanding of how task design and task selection can influence interaction. As a consequence, this will enable researchers to make principled recommendations to materials writers, syllabus designers, and classroom teachers for a reasoned TBLT implementation and practice in the classroom regarding issues such as task selection and design, sequencing of tasks, control of task complexity, and identification of task demands.
Abstract
Most EFL learners in Japan have few opportunities to observe native speakers (NSs) performing in task-like scenarios, and consequently struggle to access the lexical phrases and formulaic chunks that facilitate fluent communication in goal-oriented conversation tasks. This often results in the use of the L1 during tasks. This chapter reports the findings of a study of native-speaker task interaction over a range of task types, focusing on the ways in which patterns of interaction are influenced by task design, and showing how recordings of NS task interaction can be used to better equip learners to perform similar tasks without recourse to L1. Findings of the study imply that valuable insights can be obtained by analyzing NS task performance, enabling L2 researchers to obtain a deeper understanding of how task design and task selection can influence interaction. As a consequence, this will enable researchers to make principled recommendations to materials writers, syllabus designers, and classroom teachers for a reasoned TBLT implementation and practice in the classroom regarding issues such as task selection and design, sequencing of tasks, control of task complexity, and identification of task demands.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface xi
- Foreword xv
- Chapter 1. Introduction 1
-
Section I. Variables affecting task-based language learning and performance
- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
- Chapter 3. Measuring task complexity 43
- Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
- Chapter 6. Task structure and patterns of interaction 109
-
Section II. Implementation of task-based language teaching
- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
- Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
- Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
- Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
-
Epilogue. What is next for task-based language teaching?
- Chapter 15. TBLT in EFL settings 345
- About the contributors 359
- Index 363
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface xi
- Foreword xv
- Chapter 1. Introduction 1
-
Section I. Variables affecting task-based language learning and performance
- Chapter 2. Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production 23
- Chapter 3. Measuring task complexity 43
- Chapter 4. Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners 67
- Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting 89
- Chapter 6. Task structure and patterns of interaction 109
-
Section II. Implementation of task-based language teaching
- Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China 137
- Chapter 8. Incidental learner-generated focus on form in a task-based EFL classroom 163
- Chapter 9. Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms 187
- Chapter 10. Implementing computer-assisted task-based language teaching in the Korean secondary EFL context 215
- Chapter 11. Task-based language teaching through film-oriented activities in a teacher education program in Venezuela 241
- Chapter 12. Task-based language teacher education in an undergraduate program in Japan 267
- Chapter 13. Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan 287
- Chapter 14. Language teachers’ perceptions of a task-based learning programme in a French University 313
-
Epilogue. What is next for task-based language teaching?
- Chapter 15. TBLT in EFL settings 345
- About the contributors 359
- Index 363
