How to Teach an Additional Language (Task-Based Language Teaching)

✍ Scribed by Kris Van den Branden

• Publisher: John Benjamins Publishing Company
• Year: 2022
• Tongue: English
• Leaves: 308
• Category: Library

✦ Synopsis

This book provides a comprehensive, research-based account of how people learn a second/foreign language and shows how classroom practice can be organised around research-based principles. In the first part, the book provides up-to-date insights into the cognitive, motivational, and emotional dimensions of learning an additional language. In the second part, ten principles of high-quality additional language teaching are introduced and illustrated by a wealth of authentic, classroom-based examples. The book also explores implications for curriculum design and the assessment of additional language competences. A separate chapter is devoted to the ways in which innovation in language education can be fostered. Throughout the book, the question is addressed whether additional language teaching should primarily focus on meaningful tasks, form-based practice, or the integration of both. This book is a must-read for all those who are interested in improving the quality of second and foreign language education.

✦ Table of Contents

How to Teach an Additional Language
Editorial page
Title page
Copyright page
Table of contents
Series editors’ preface
Preface
Chapter 1. Setting the scene
Introduction
Challenges for language teachers
The time factor
The importance of high-quality AL education
From elements to tasks, or vice versa?
Knowledge-based approaches
A task-based approach
Two different approaches to language teaching
Goals
From goals to activities
Learning environments
In the mix
Outline of the book
Part I. Additional language learning in the 21st century: Research and theory
Chapter 2. Cognitive aspects of additional language acquisition
Introduction
Language learning is an active process
The impact of frequency
The primacy of implicit L2 knowledge
Rich, elaborate, meaningful input
The crucial role of output and feedback
The power of feedback
Error correction: Explicit or implicit feedback?
Interaction and the art of language-building conversations
The effects of cooperative learning
Learning by observing interactions
The impact of explicit language instruction
The limits to transfer
The explicit teaching of cognitive and metacognitive strategies
Effects of strategy instruction
How can self-regulation be enhanced?
Task performance and the use of multiple resources
The age factor
Conclusion
Chapter 3. Motivational and affective aspects of additional language acquisition
Introduction
L2 learning motivation: Why learn a second language at all?
Complex, multidimensional, and dynamic
Self-determination theory
The prospect of success
The value of learning an additional language
Value or values?
The concept of L2 selves
The role of emotions
The role of anxiety
Positive emotions
Flow
An integrated model of AL learning motivation
Research into teachers’ multidimensional, dynamic motivation strategies
Conclusion: The classroom as a pedagogical space
Part II. High-quality additional language education: From research and theory to practice
Chapter 4. Ten principles for high-quality additional language education
Introduction
The 10 key principles
Principle 1: Activate
How to activate students in the classroom
Activation and the linguistic focus of joint attention
Activating all students in the classroom
Principle 2: Challenge
Principle 3: Connect
Connections with prior knowledge
Connecting explicit learning with implicit learning
Principle 4: Recycle
Principle 5: Interact
Principle 6: Globalise
Crossing the boundaries between different subjects in the curriculum
Project-based work
Crossing boundaries between formal learning at school and informal learning outside school
Homework
Crossing the boundaries between languages
Principle 7: Assess
Principle 8: Diversify
Diversifying content
Principle 9: Care
Principle 10: Excite
Integrating the 10 principles
Chapter 5. Curriculum design for 21st-century additional language education
Introduction
Determining goals: A product-based or process-based approach?
Defining the key goals of the 21st-century curriculum
Narrow and broad AL curricula
Determining the unit of analysis for goal description
Needs analysis
Selecting the basic unit for classroom learning activity
The sequencing issue
Sequencing tasks
Parameters for task complexity
Teachers dynamically moving from complexity to difficulty
Language courses: To be or not to be?
The role of modern technology in the additional language curriculum
The multilingual turn
Goals
Learning activities
From theory to practice
Conclusion
Chapter 6. Implications for assessment
Introduction
Why?
What and how?
The missing links
Adding a process and growth dimension
Multiple observers
Progress, not perfection
Authentic performance-based assessment
Reinterpreting washback
Conclusion
Chapter 7. The dynamics of innovating additional language education
Introduction
Innovation in language education
The implementation of task-based language teaching
The impact of professional development interventions in general
The crucial importance of teamwork
Process-related aspects of implementing a school-based language policy
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Steps 7 and 8
Research into the implementation of school-based language policies
Implications for pre-service teacher education
Curriculum design
Learning activities and assessment
ACTIVATE
CHALLENGE
CONNECT
INTERACT
RECYCLE
GLOBALISE
ASSESS
DIVERSIFY
CARE
EXCITE
Conclusion
Chapter 8. Concluding remarks
References
Index