Individual Differences and Task-Based Language Teaching

Shaofeng Li | The Hong Kong Polytechnic University
ISBN 9789027214768 | EUR 120.00 | USD 156.00
ISBN 9789027246950 | EUR 120.00 | USD 156.00
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This volume consists of a collection of empirical studies and research syntheses investigating the role of individual difference (ID) variables in task-based language teaching (TBLT)—a pedagogical approach that emphasizes the importance of the performance of meaning-oriented tasks in facilitating second language learning. TBLT is subject to learner-external as well as learner-internal factors, with the former referring to task- and context-related factors, and the latter to ID factors pertaining to learner traits, dispositions, or propensities. To date, the research has focused primarily on learner-external factors, and there has been insufficient and unsystematic research on individual difference factors. This volume brings centre stage this important but under-researched dimension by means of a comprehensive, in-depth examination of the role of key ID factors in TBLT. The volume integrates theory, research, and pedagogy by spelling out the mechanism through which IDs influence learning attainment, behaviours, and processes, examining evidence for theoretical claims, and discussing ways to apply research findings and cater to individual differences in the task-based classroom.
[Task-Based Language Teaching, 16]  Expected June 2024.  viii, 379 pp
Publishing status: Printing
“While the need to individualize instruction is one of the 10 methodological principles of TBLT (Long, 2015), teachers report that they do not know how to design tasks to cater for individual learner needs (Erlam & Tolosa, 2022). Fortunately, we now have this important book to address this gap.”
“Every person is unique; therefore, tasks must interact with the complex attributes of individuals. This much-needed volume illuminates a blind spot in task-based language teaching. Tasks need real people to engage with them, and understanding how tasks are enacted differently by different people is to better understand how meaning is made.”
“This book fills a significant gap in the growing literature on task-based language teaching. Integrating theory, research, and pedagogy, it provides invaluable insights into how learners vary in their response to task-based instruction. The book is a must-read for both applied linguists and language educators.”

Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2024009665 | Marc record