The Role of the Learner in Task-Based Language Teaching: Theory and Research Methods

by Craig Lambert (Editor), Scott Aubrey (Editor), Gavin Bui (Editor)

Overview

This comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners’ task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT).

The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design.

With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced students and researchers of second language acquisition, applied linguistics, psychology, education, and related areas.

Product Details

ISBN-13:	9781000874358
Publisher:	Taylor & Francis
Publication date:	05/03/2023
Series:	ISSN
Sold by:	Barnes & Noble
Format:	eBook
Pages:	238
File size:	1 MB

About the Author

Craig Lambert is Associate Professor of Applied Linguistics and TESOL at Curtin University in Perth, Australia.

Scott Aubrey is Assistant Professor in the Department of Curriculum and Instruction, Faculty of Education, at The Chinese University of Hong Kong.

Gavin Bui is Associate Professor of Applied Linguistics at The Hang Seng University of Hong Kong. He also serves as Co-Editor of the Asian Journal of English Language Teaching.

Table of Contents

List of Contributors

Foreword

Jean-Marc Dewaele

Introduction

1. The Role of the Learner in Task-Based Language Teaching

Craig Lambert, Scott Aubrey and Gavin Bui

Part 1: Theory

2. Personal Investment in TBLT

Craig Lambert

3. Willingness to Communicate in TBLT

Scott Aubrey and Tomoko Yashima

4. Emotions in TBLT

Haydab Almukhaild and Jim King

5. Engagement in TBLT

Phil Hiver and Janice Wu

6. Engagement in Technology-Mediated TBLT

George Fredrik Smith and Nicole Ziegler

Part 2: Research Methods

7. Discourse Analytic Methods

Craig Lambert and Scott Aubrey

8. The Idiodynamic Method

Peter D. MacIntyre

9. Non-Verbal Behavioural Methods

Tammy Gregersen

10. Psychophysiological Methods

Craig Lambert

11. Measuring Affective Working Memory

Zhisheng (Edward) Wen, Mark Feng Teng and Lili Han

Conclusion

12. Future Research on the Role of the Learner in TBLT

Scott Aubrey, Craig Lambert and Gavin Bui

Afterword

Peter Skehan

Index

Editorial Reviews

"In The Role of the Learner in Task-Based Language Teaching the editors Lambert, Aubrey, and Bui draw skillfully on diverse research perspectives to integrate the 'affective turn' in language education with the vibrant area of task-based language teaching. The result is a compelling and timely contribution to an exciting field!"

Bonny Norton, The University of British Columbia, Canada

"The Role of the Learner in Task-Based Language Teaching is a much-needed addition to the growing body of work on task-based teaching. It draws on the expertise of leading authors in the field to provide a comprehensive and readable account of how affective factors influence the way learners perform tasks both negatively and positively. It will become a must-read for anyone interested in the development of task-based teaching."

Rod Ellis, Curtin University, Australia

"The Role of the Learner in Task-Based Language Teaching offers a wide variety of perspectives on recent conceptualizations and research on the role of affective factors in second language learning. This pioneering volume provides language teachers and researchers with novel insights into how learners’ engagement with language learning tasks can be enhanced."

Judit Kormos, Lancaster University, UK

From the Publisher