Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part IThe Rationale for Task-Based Language Teaching
- Part IITasks and Needs Analysis
- Part IIIThe Task Syllabus and Materials
- Part IVMethodology and Pedagogy
- Part VTask-Based Language Teaching with School-Age Children
- Part VIThe Teacher in Task-Based Language Teaching
- Part VIITask-Based Assessment and Program Evaluation
- 13Task-Based Language Assessment
- 14Evaluating Task-Based Language Programs
- 14AComparing the Effectiveness of Task-Based Language Teaching and Presentation-Practice-Production on Second Language Grammar Learning
- 14BExamining High-School Learners’ Experience of Task Motivation and Difficulty in a Two-Week Spanish Immersion Camp
- 14CDesigning a Classroom-Based Task-Based Language Assessment Framework for Primary Schools
- Part VIIIResearch Needs and Future Prospects
- Index
- References
14A - Comparing the Effectiveness of Task-Based Language Teaching and Presentation-Practice-Production on Second Language Grammar Learning
A Pilot Study with Chinese Students of Italian as a Second Language
from Part VII - Task-Based Assessment and Program Evaluation
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part IThe Rationale for Task-Based Language Teaching
- Part IITasks and Needs Analysis
- Part IIIThe Task Syllabus and Materials
- Part IVMethodology and Pedagogy
- Part VTask-Based Language Teaching with School-Age Children
- Part VIThe Teacher in Task-Based Language Teaching
- Part VIITask-Based Assessment and Program Evaluation
- 13Task-Based Language Assessment
- 14Evaluating Task-Based Language Programs
- 14AComparing the Effectiveness of Task-Based Language Teaching and Presentation-Practice-Production on Second Language Grammar Learning
- 14BExamining High-School Learners’ Experience of Task Motivation and Difficulty in a Two-Week Spanish Immersion Camp
- 14CDesigning a Classroom-Based Task-Based Language Assessment Framework for Primary Schools
- Part VIIIResearch Needs and Future Prospects
- Index
- References
Summary
This case study reports a comparison of the relative effectiveness of explicit focus on forms (FonFS) and reactive, incidental focus on form (FonF) on second language grammar learning on both explicit and implicit knowledge. Using a between-groups, pretest-posttest design, Chinese students of Italian were randomly assigned to form two experimental groups, which were exposed either to a TBLT or a PPP module. Both offline (untimed grammaticality judgment) and online (self-paced reading) measures were employed, and students’ performance role-playing the target tasks was assessed. Subjects in the TBLT condition showed a similar improvement in grammatical knowledge to those in the PPP group, while outperforming them on real-life tasks.
Keywords
Information
- Type
- Chapter
- Information
- The Cambridge Handbook of Task-Based Language Teaching , pp. 549 - 565Publisher: Cambridge University PressPrint publication year: 2021
References
Further Reading
Ellis, N. C. (2001). Memory for language. In Robinson, P., ed. Cognition and second language instruction. Cambridge: Cambridge University Press, pp. 33–68.Google Scholar
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305–52.CrossRefGoogle Scholar
Godfroid, A. and Kim, M. (2021). The contributions of statistical-implicit learning aptitude to implicit-second language knowledge. Studies in Second Language Acquisition, 1–29.Google Scholar
Kang, E. Y., Sok, S., and Han, Z-H. (2018). Thirty-five years of ISLA on form-focused instruction: A meta-analysis. Language Teaching Research, 23(4), 428–53.Google Scholar
References
Beretta, A. and Davies, A. (1985). Evaluation of the Bangalore Project. English Language Teaching Journal, 39, 121–27.Google Scholar
Burwell, G., Gonzalez-Lloret, M., and Nielsen, K. (2009). Evaluating a TBLT Spanish immersion program. Paper presented in the colloquium: Evaluating task-based language programs. Third biannual conference on TBLT. University of Lancaster, September 13–16.Google Scholar
De la Fuente, M. J. (2006). Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction. Language Teaching Research, 10, 263–95.Google Scholar
De Ridder, I., Vangehuchten, L., and Sesena Gomez, M. (2007). Enhancing automaticity through task-based language learning. Applied Linguistics, 28(2), 263–95.Google Scholar
Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., and Reinders, H. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.Google Scholar
Gass, S., Spinner, P., and Behney, J. (2018), eds. Salience in second language acquisition. London: Routledge.Google Scholar
Godfroid, A. and Kim, K.M. (2019). Not aptitude but aptitudeS: examining the relationship between implicit- explicit learning aptitudes and implicit-explicit knowledge. Paper presented at the 29th conference of the European Second Language Association. Lund University, August 28- 31.Google Scholar
Gonzalez-Lloret, M. and Nielson, K. (2014). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research 19(5),525–49.Google Scholar
Granena, G. (2013). Individual differences in sequence learning ability and second language acquisition in early childhood and adulthood. Language Learning 63(4),665–703.Google Scholar
Jiang, N. (2012). Conducting reaction time research in second language studies. New York: Routledge.Google Scholar
Keating, G. D. and Jegerski, J. (2015). Experimental designs in sentence processing research. A methodological review and user’s guide. Studies in Second Language Acquisition, 37, 1–32.Google Scholar
Kuiken, F., Vedder, I., and Gilabert, R. (2010). Communicative adequacy and linguistic complexity in L2 writing. In Bartning, I., Martin, M., Vedder, I., eds. Communicative proficiency and linguistic development: Intersections between SLA and language testing research. Eurosla Monographs Series, pp. 81–100.Google Scholar
Kuiken, F. and Vedder, I. (2014). Rating written performance: What do raters do and why? Language Testing, 31(3), 329–48.Google Scholar
Kuiken, F. and Vedder, I. (2016). Functional adequacy in L2 writing: towards a new rating scale. Language Testing, 34(3), 321–36.Google Scholar
Li, S., Ellis, R., and Zhu, Y. (2016). Task-based versus task-supported language instruction. An experimental study. Annual Review of Applied Linguistics, 36, 205–29.Google Scholar
Loewen, S., Erlam, R., and Ellis, R. (2009). Implicit and explicit knowledge and second language learning: testing and teaching. Bristol: Multilingual Matters.Google Scholar
Long, M. (2015). Second language acquisition and task-based language teaching. Oxford: Wiley-Blackwell.Google Scholar
Long, M. (2017). Instructed second language acquisition (ISLA): Geopolitics, methodological issues, and some major research questions. Instructed Second Language Acquisition, 1, 7–44.Google Scholar
Marsden, E., Thomson, S., and Plonsky, L. (2018). A methodological synthesis of self-paced reading in second language research. Applied Psycholinguistics, 39(5),861–904.Google Scholar
Pallotti, G. (2009). CAF: Defining, refining and differentiating constructs. Applied Linguistics, 30(4), 590–601.CrossRefGoogle Scholar
Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism and SLA. In Ellis, N., ed. Implicit and explicit language learning. London: Academic Press, pp. 393–419.Google Scholar
Paradis, M. (2004). Neurolinguistic Theory of Bilingualism. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Rebuschat, P. (2013). Measuring implicit and explicit knowledge in second language research. Language Learning 63(3),595–626.Google Scholar
Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165–79.Google Scholar
Sharwood-Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics 2, 159–68.Google Scholar
Shintani, N. and Ellis, R. (2010). The incidental acquisition of English plural -s by Japanese children in comprehension-based and production-based lessons: A process-product study. Studies in Second Language Acquisition, 32(4),607–37.CrossRefGoogle Scholar
Shrout, P. and Fleiss, J. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2),420–28Google Scholar
Suzuki, Y. (2017). Validity of new measures of implicit knowledge: distinguishing implicit knowledge from automatized explicit knowledge. Applied Psycholinguistics, 38, 1229–61.CrossRefGoogle Scholar
Whong, M., Gil, H.-G., and Marsden, E. (2014). Beyond paradigm: The ‘what’ and the ‘how’ of classroom research. Second Language Research, 30(4),551–68.CrossRefGoogle Scholar
Accessibility standard: Unknown
Why this information is here
This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.Accessibility Information
Accessibility compliance for the HTML of this chapter is currently unknown and may be updated in the future.