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




  • Available for pre-order on April 14, 2023. Item will ship after May 5, 2023
ISBN 9781032130156
May 5, 2023 Forthcoming by Routledge
248 Pages 7 B/W Illustrations

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Book Description

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.

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

  1. Personal Investment in TBLT
  2. Craig Lambert

  3. Willingness to Communicate in TBLT
  4. Scott Aubrey and Tomoko Yashima

  5. Emotions in TBLT
  6. Haydab Almukhaild and Jim King

  7. Engagement in TBLT
  8. Phil Hiver and Janice Wu

  9. Engagement in Technology-Mediated TBLT
  10. George Fredrik Smith and Nicole Ziegler

    Part 2: Research Methods

  11. Discourse Analytic Methods
  12. Craig Lambert and Scott Aubrey

  13. The Idiodynamic Method
  14. Peter MacIntyre

  15. Non-Verbal Behavioural Methods
  16. Tammy Gregersen

  17. Psychophysiological Methods
  18. Craig Lambert

  19. Measuring Affective Working Memory
  20. Zhisheng (Edward) Wen, Mark Feng Teng and Lili Han

    Conclusion

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

          Scott Aubrey, Craig Lambert and Gavin Bui

Afterword

Peter Skehan

Index

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Editor(s)

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.

Reviews

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

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

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