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TASK, journal on task-based language teaching and learning最新文献

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Let’s talk tasks 我们来谈谈任务
TASK, journal on task-based language teaching and learning Pub Date : 2023-10-04 DOI: 10.1075/task.00019.gur
Laura Gurzynski-Weiss
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引用次数: 0
Spreading the word 传播信息
TASK, journal on task-based language teaching and learning Pub Date : 2023-10-04 DOI: 10.1075/task.00018.gor
Koen Van Gorp, Kris Van den Branden
{"title":"Spreading the word","authors":"Koen Van Gorp, Kris Van den Branden","doi":"10.1075/task.00018.gor","DOIUrl":"https://doi.org/10.1075/task.00018.gor","url":null,"abstract":"Preview this article: Spreading the word, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/task.00018.gor-1.gif","PeriodicalId":485275,"journal":{"name":"TASK, journal on task-based language teaching and learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A task-based framework for oral language instruction in support of young language learners in French immersion 一个基于任务的口语教学框架，以支持年轻的语言学习者在法语沉浸
TASK, journal on task-based language teaching and learning Pub Date : 2023-10-04 DOI: 10.1075/task.22001.bou
Renée Bourgoin, Josée Le Bouthillier
{"title":"A task-based framework for oral language instruction in support of young language learners in French immersion","authors":"Renée Bourgoin, Josée Le Bouthillier","doi":"10.1075/task.22001.bou","DOIUrl":"https://doi.org/10.1075/task.22001.bou","url":null,"abstract":"Abstract In Canada, French immersion (FI) is a popular language program. In addition to needing strong pedagogies for language and content instruction, primary FI teachers need to attend to students’ age, cognitive level, and lack of exposure to the target language. We turned our attention to the potential of task-based instruction to conduct a two-year classroom-based study exploring communicative tasks designed specifically for young language students in FI. The study led to the development of an instructional sequence for task-based instruction for children ages 5–6, grounded in the Gradual Release of Responsibility model and scaffolded instruction. In addition to presenting this pedagogical framework, we discuss identify promising task-based pedagogical principles at play and highlight pathways for classroom application. We also discuss communicative tasks proposed to young students and offer the use of symbolic play as a type of task that shows promise for young learners in second language learning contexts.","PeriodicalId":485275,"journal":{"name":"TASK, journal on task-based language teaching and learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Modelling plurilingual instruction through a crosslinguistic-communicative task sequence 通过跨语言交际任务序列模拟多语教学
TASK, journal on task-based language teaching and learning Pub Date : 2023-10-04 DOI: 10.1075/task.22013.wou
Isabelle Wouters, Nina Woll, Pierre-Luc Paquet
{"title":"Modelling plurilingual instruction through a crosslinguistic-communicative task sequence","authors":"Isabelle Wouters, Nina Woll, Pierre-Luc Paquet","doi":"10.1075/task.22013.wou","DOIUrl":"https://doi.org/10.1075/task.22013.wou","url":null,"abstract":"Abstract This study aims to bridge the gap between ‘communicative’ and ‘plurilingual’ approaches, by providing a means for teachers to integrate learners’ plurilingual repertoires when teaching an additional language (Lx). We developed a model of crosslinguistic instruction embedded within the task-based language teaching approach. It consists of a 4 stages task sequence: input-based task, crosslinguistic consciousness-raising task, output-based task, and recap of the sequence. An iterative process of field testing and analysis ( Harvey &amp; Loiselle, 2009 ) allowed us to refine the model: researchers in-depth analysis (functional field test), implementation of the model in Lx classrooms (empirical field test) and experts assessment (second functional field test). Participant perceptions and evaluations provide an overview of their appreciation of different aspects, which lead to the current version of the model.","PeriodicalId":485275,"journal":{"name":"TASK, journal on task-based language teaching and learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Task-specific motivation and development of the Spanish L2 self during domestic immersion 任务特定动机和西班牙语第二语言自我在国内沉浸中的发展
TASK, journal on task-based language teaching and learning Pub Date : 2023-10-04 DOI: 10.1075/task.21023.jar
Dylan Jarrett, Laura Gurzynski-Weiss
{"title":"Task-specific motivation and development of the Spanish L2 self during domestic immersion","authors":"Dylan Jarrett, Laura Gurzynski-Weiss","doi":"10.1075/task.21023.jar","DOIUrl":"https://doi.org/10.1075/task.21023.jar","url":null,"abstract":"Abstract The present study considers global ( Dörnyei’s 2005 L2 selves) and micro (task-specific) measures of motivation in a unique task-based context: a two-week, domestic Spanish immersion program for high schoolers in the United States ( Gurzynski-Weiss, in revision ). Data was collected from eight students via task-specific questionnaires (given after 30 tasks), L2 self questionnaires (given at the beginning and end of a two-week program), and 12 daily reflective journals. Results indicated overall high L2 self-constructs with little change over two weeks of instruction, and all task domains were rated moderately to very high for task motivation. It was found that higher L2 self ratings regularly patterned with higher task-specific motivation, although participant individual differences and characteristics unique to a domestic immersion program also influenced task-specific motivation.","PeriodicalId":485275,"journal":{"name":"TASK, journal on task-based language teaching and learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supporting TBLT through teacher education 通过教师教育支持任务型教学
TASK, journal on task-based language teaching and learning Pub Date : 2023-10-04 DOI: 10.1075/task.23004.eas
Martin East
{"title":"Supporting TBLT through teacher education","authors":"Martin East","doi":"10.1075/task.23004.eas","DOIUrl":"https://doi.org/10.1075/task.23004.eas","url":null,"abstract":"Abstract Task-based language teaching (TBLT) is becoming increasingly accepted in a range of contexts across the globe as a viable learner-centred alternative to more traditional teacher-fronted approaches. In theory, TBLT has a lot to commend it. However, since its inception TBLT has moved and developed in a variety of directions and has been subject to a host of interpretations and orientations. In several cases, teachers hold onto teacher-fronted practices that clash with the philosophy and rationale of TBLT. These are complicating factors that can make TBLT implementation in classrooms problematic. This critical position paper considers teacher education as a mediating and supporting variable in the successful design and implementation of TBLT and tasks in classrooms. It begins with a summary of the benefits and limitations of TBLT. It goes on to present an overview of some of the challenges that have emerged from accounts of different contexts where attempts have been made to enact TBLT ideas, including the role of teacher education and a comparison of a pre-service and in-service teacher education initiative in one specific context. The paper concludes with proposing ten guiding principles for effective TBLT-oriented teacher education.","PeriodicalId":485275,"journal":{"name":"TASK, journal on task-based language teaching and learning","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring task effects on register variation in second language learners’ writing 探索任务对第二语言学习者写作中语域变化的影响
TASK, journal on task-based language teaching and learning Pub Date : 2023-10-04 DOI: 10.1075/task.22009.bar
Khaled Barkaoui
{"title":"Exploring task effects on register variation in second language learners’ writing","authors":"Khaled Barkaoui","doi":"10.1075/task.22009.bar","DOIUrl":"https://doi.org/10.1075/task.22009.bar","url":null,"abstract":"Abstract Task-based research often focuses on the main effects of task variables on measures of complexity, accuracy, and fluency of second language (L2) writing performance. This study aimed to extend this line of research by examining the main and interaction effects of task type, learner L2 proficiency, and L2 study on register variation in L2 learners’ writing. Each of 42 Chinese learners of English as a foreign language responded to independent and integrated writing tasks before and after nine months of English language study. Each essay ( N = 168) was rated on level of formality and tagged for various lexico-syntactic features. Overall, integrated essays were judged to use more formal language and were more informationally dense than were the independent essays. More proficient students were judged to use more formal language than did less proficient students. After instruction, students’ writing became more formal, more informationally dense, and more narrative. The findings and their implications for the teaching and assessment of L2 writing are discussed.","PeriodicalId":485275,"journal":{"name":"TASK, journal on task-based language teaching and learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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