1st Edition
The Role of the Learner in Task-Based Language Teaching Theory and Research Methods
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
Biography
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.
"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
