Second language acquisition and task-based language teaching

"This book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning "--

Conté: Machine generated contents note: Preface and acknowledgments Theory and research 1. Why TBLT? 1.1. The importance of second language learning and teaching in the 21st century 1.2. TBLT and the meaning of 'task' 1.3. A rationale for TBLT 1.3.1. Consistency with SLA theory and research findings 1.3.2. Basis in philosophy of education 1.3.3. Accountability 1.3.4. Relevance 1.3.5. Avoidance of known problems with existing approaches 1.3.6. Learner-centeredness 1.3.7. Functionality 1.4. Summary 1.5. Suggested readings 2. SLA and the fundamental LT divide 2.1. Interventionist and non-interventionist positions 2.1.1. Interventionist positions 2.1.2. Non-interventionist positions 2.2. Synthetic and analytic approaches to LT 2.2.1. Synthetic approaches 2.2.2. Analytic approaches 2.3. Problems with synthetic approaches and Focus on Forms 2.4. Problems with analytic approaches and Focus on Meaning 2.5. A third option: analytic approaches with a Focus on Form 2.6. A role for ISLA research 2.7. Summary 2.8. Suggested readings 3. Psycholinguistic underpinnings: A cognitive-interactionist theory of instructed SLA (ISLA) 3.1. Theoretical disunity in SLA 3.2. When knowledge is incomplete: t…