How to Teach an Additional Language : To Task or Not to Task?

Intro -- 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.

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.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.