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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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PPP or TBLT?

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Another go at the long-running discussion on teaching methods and second language acquisition/learning
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Table of Contents — July 2015, 36 (3)

Table of Contents — July 2015, 36 (3) | TELT | Scoop.it

Rod Ellis
Introduction: Complementarity in Research Syntheses
Applied Linguistics (2015) 36 (3): 285-289


Robert Dekeyser and Goretti Prieto Botana
The Effectiveness of Processing Instruction in L2 Grammar Acquisition: A Narrative Review


Natsuko Shintani
The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition: A Meta-Analysis

 

Ron I. Thomson and Tracey M. Derwing
The Effectiveness of L2 Pronunciation Instruction: A Narrative Review

 

Junkyu Lee, Juhyun Jang, and Luke Plonsky
The Effectiveness of Second Language Pronunciation Instruction: A Meta-Analysis

 

Peter Skehan
Foreign Language Aptitude and Its Relationship with Grammar: A Critical Overview

 

Shaofeng Li
The Associations Between Language Aptitude and Second Language Grammar Acquisition: A Meta-Analytic Review of Five Decades of Research

Zhaohong Han
Striving for Complementarity Between Narrative and Meta-Analytic

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Taking to task(s): Task design and CALL (Tarragona, July 2015)

Taking to task(s): Task design and CALL (Tarragona, July 2015) | TELT | Scoop.it
Taking to task(s): Exploring task design by novice language teachers in technology-mediated and non-technological activities
XVII International CALL research conference. Tarragona, Spain, 4-6 July 2015.
Shona Whyte's insight:

Running a study on pre-service EFL teachers collaborating in task design and implementation. Inspired by

- Samuda, V. (2005). Expertise in pedagogic task design. In Johnson, K (Ed). Expertise in second language learning and teaching, 150-164.

- Erlam, R. (2015). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 1362168814566087.

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Rod Ellis on the research/practice divide and task-based teaching: Language Magazine

Rod Ellis on the research/practice divide and task-based teaching: Language Magazine | TELT | Scoop.it
Shona Whyte's insight:

Nice piece on action research (problem vs puzzle) and the need to define research questions that are of interest to both teachers and researchers, and also "researchable."  

 

Ellis says: "“How can you make research more accessible to teachers?” One, is by addressing questions that they are going to consider relevant and, two, is by being prepared to make your research accessible in the way in which it’s written so that teachers can read it and get something from it."

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Language Teaching: 10 most downloaded articles 2012 - Open Access

Language Teaching: 10 most downloaded articles 2012 - Open Access | TELT | Scoop.it

Free access until 31 December 2012 to these articles:

 

Second language vocabulary acquisition from language input and from form-focused activities

Batia Laufer

 

Materials development for language learning and teaching

Brian Tomlinson

 

Foreign and second language anxiety

Elaine K. Horwitz

 

Cognitive development of bilingual children

Raluca Barac and Ellen Bialystok

 

Second language acquisition, teacher education and language pedagogy

Rod Ellis

 

A critical review of age-related research on L2 ultimate attainment

Carmen Muñoz and David Singleton

 

Language teacher research engagement

Simon Borg

 

Communicative and task-based language teaching in East Asian classrooms

William Littlewood

 

Motivation in second and foreign language learning

Zolt´n Dörnyei

 

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

Simon Borg

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RodEllis - TBLT2011

Website for presentations of the 2011 TBLT conference...  Rod Ellis' plenary presentation on Teachers evaluating tasks: abstract and ppt.

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The TEFLology Podcast

The TEFLology Podcast | TELT | Scoop.it
A Podcast about Language Teaching and Applied Linguistics (by TEFLology Podcast)
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Covering interviews with important figures, methods, and aspects of history of (English) language teaching

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Rod Ellis on task-based pedagogy: the what, why and how - YouTube

Prof. Ellis talks about task-based pedagogy: what is it? why might teachers adopt such an approach? and how can task-based ideas be implemented?
Shona Whyte's insight:

Broadcasting from a broom closet on campus, but Ellis offers a useful introduction to TBLT for language teachers

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The grammar lesson revisited: Babylonia, 2014 (2)

The grammar lesson revisited: Babylonia, 2014 (2) | TELT | Scoop.it

Grammar teaching for language learning (Rod Ellis)

Représentation de la grammaire (Jean-Claude Beacco)

Harmonising teaching and learning (David Newby)

 

 

Shona Whyte's insight:

Open access to the latest issue, including articles by some heavy hitters, and an interesting download on TBLT for primary school EFL with links to resources.

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Ellis 2013: Responding to critics of TBLT

Shona Whyte's insight:

In this article in University of Sydney papers in TESOL, 2013, Ellis tackles 8 criticisms of TBLT, downgraded to "misconceptions" on the part of writers such as Widdowson, Swan, Sheen, and Seedhouse, before addressing Swan's "legislation by hypothesis" attack.  In his conclusion, he acknowledges that "TBLT offers a radically different approach to teaching a second language. As such, it is not surprising that its advocacy has met with resistance, especially from those who, for one reason or another, support a more traditional ‘focus-on-forms’ approach."  Ellis expresses a personal preference for a short, sharp shock of intense TBLT teaching in a curriculum which includes other approaches, rather than a watered-down task-supported approach spread throughout the curriculum.

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Rob Hatfield, M.Ed.'s curator insight, September 27, 2013 8:43 PM

Excellent article on TBLT.

Vannessa MissoVeness's curator insight, September 29, 2013 1:36 AM

An interesting read. I love learning about what I do, revisiting ideas and theories and reworking on my techniques.

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Principles of Task Based Language Teaching: Rod Ellis

Principles of Task Based Language Teaching: Rod Ellis | TELT | Scoop.it

Shona Whyte:

Very clearly structured 2006 conference presention - given with lectern and mic and no slides - in Busan, Korea, by Rod Ellis. The video is online at the Asian EFL Journal website, accessible with the login member and password busan2006 (which are helpfully posted on their video page).

 

Ellis explains what task-based language teaching (TBLT) is and why it is relevant to teaching English in Korea, illustrates with Korean students

and discusses criticisms of the TBLT approach

 

Ellis identifies 3 dimensions of language teaching

- goals (learning objectives)

- content (Type A versus Type B syllabus)

- methodology (accuracy vs fluency)

 

He introduces the notion of the Type B syllabus, which specifies learning activities or tasks, but not the language to be used.  "Language is a by-product of the tasks."

 

TBLT aims to develop knowledge of language for natural communication, using a series of message-focused tasks, and the methodology is fluency, "saying what you want to say" rather than "using the language accurately."  However, there is an accuracy side to the methodology of TBLT.

 

Why tasks?

1. develop implicit knowledge incidentally through the effort to communicate (an attempt to recreate the same conditions in the classroom as for L1)

2. allow automatisation - unless you experience trying to communication in "real operating conditions" (like outside the classroom) you will never use the language fluently

 

What is a task?  4 criteria

1. goal-directed (not a linguistic purpose)

2. primary focus on meaning (using language)

3. participants choose linguistic resources (unlike Type A frameworks which provide language resources)

4. task has clearly defined outcome

 

Unfocused versus focused tasks: unfocused tasks are not designed to use a particular language feature, which focused tasks are oriented towards a particular grammatical structure, although primary focus is always on meaning.  No situational grammar activities, to practice a particular structure.