The Effects of Task Type and Instructions on Second Language Acquisition

Reinders, Hayo

ISBN 10: 1443817783 / ISBN 13: 9781443817783

Editore: Cambridge Scholars, Cambridge, 2010

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Hardcover. 8 1/4" X 6". 239pp. Very mild shelf wear to covers, corners, and edges of unclipped dust jacket. Bound in black cloth over boards with spine lettered in silver. Pages are clean and unmarked. Binding is sound. ABOUT THIS BOOK: Recent years have seen a growing interest in the role of tasks in second language acquisition and a substantial body of research now exists to show their potential contribution to language learning and teaching. However, not much is known about the effects of different task types, nor about their accompanying instructions. Which tasks are more successful under what circumstances? What type of instructions should be included? This book attempts to answer the questions above by first examining previous studies on the use of tasks, the roles of input, output and interaction, and by placing these in a broader cognitive framework. It argues that in order to understand the effects of different task types, it is important not only to look at learning outcomes (acquisition), but also at the effects on immediate task performance (intake), and by doing so, to arrive at a more complete picture of the learning process. The book presents the results of a study on the effects of: implicit and explicit inductive instructions, and three task types on both intake and acquisition of two English grammatical structures. The study used various measures to determine intake as well as the development of both implicit and explicit knowledge. The results of the study support the claims made for the benefits of Focus-on-Form, but do not support the claims made for the benefits of more explicit types of instruction. Further, the results show that there is no direct relationship between intake and acquisition and that different task types can have a differential effect on immediate task performance on the one hand and learning on the other. The book discusses these findings in light of previous research and considers their implications both at the theoretical level, as well as for language teaching practice.(Publisher).

Codice articolo 14027

Dati bibliografici

• Titolo: The Effects of Task Type and Instructions on Second Language Acquisition
• Editore: Cambridge Scholars, Cambridge
• Data di pubblicazione: 2010
• Lingua: Inglese
• ISBN 10: 1443817783
• ISBN 13: 9781443817783
• Rilegatura: Hardcover
• Condizione: Very good
• Condizione della sovraccoperta: very good
• Cataloghi dei venditori:
  • Psychology

Descrizione articolo

Riassunto

Recent years have seen a growing interest in the role of tasks in second language acquisition and a substantial body of research now exists to show their potential contribution to language learning and teaching. However, not much is known about the effects of different task types, nor about their accompanying instructions. Which tasks are more successful under what circumstances? What type of instructions should be included? This book attempts to answer the questions above by first examining previous studies on the use of tasks, the roles of input, output and interaction, and by placing these in a broader cognitive framework. It argues that in order to understand the effects of different task types, it is important not only to look at learning outcomes (acquisition), but also at the effects on immediate task performance (intake), and by doing so, to arrive at a more complete picture of the learning process. The book presents the results of a study on the effects of 1) implicit and explicit inductive instructions and 2) three task types on both intake and acquisition of two English grammatical structures. The study used various measures to determine intake as well as the development of both implicit and explicit knowledge. The results of the study support the claims made for the benefits of Focus-on-Form, but do not support the claims made for the benefits of more explicit types of instruction. Further, the results show that there is no direct relationship between intake and acquisition and that different task types can have a differential effect on immediate task performance on the one hand and learning on the other. The book discusses these findings in the light of previous research and considers their implications both at the theoretical level and for language teaching practice.

Informazioni sull?autore

Dr. Hayo Reinders (www.innovationinteaching.org) is Head of Language and Learning Support at Middlesex University in London and Adjunct Professor at the University of Groningen, the Netherlands. He is also Editor of Innovation in Language Learning and Teaching, and Convenor of the AILA Research Network for CALL and the Learner. Hayo’s research interests and most recent book publications are in the areas of CALL, autonomy, and out-of-class learning.