Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- Part III The Task Syllabus and Materials
- 6 The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model
- 7 From Needs Analysis to Task Selection, Design, and Sequencing
- 7A Task-Based Telecollaborative Exchanges between US and Italian Students
- 8 Exploring the Nuts and Bolts of Task Design
- 8A Designing Pedagogic Tasks for Refugees Learning English to Enter Universities in the Netherlands
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
7A - Task-Based Telecollaborative Exchanges between US and Italian Students
A Case Study in Program Design and Implementation
from Part III - The Task Syllabus and Materials
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- Part III The Task Syllabus and Materials
- 6 The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model
- 7 From Needs Analysis to Task Selection, Design, and Sequencing
- 7A Task-Based Telecollaborative Exchanges between US and Italian Students
- 8 Exploring the Nuts and Bolts of Task Design
- 8A Designing Pedagogic Tasks for Refugees Learning English to Enter Universities in the Netherlands
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
Summary
A telecollaborative language exchange program was implemented between Italian learners of English (from Roma Tre University) and Californian learners of Italian (from California State University, Long Beach). The main purpose was to give students more opportunities for meaningful and goal-oriented communication than they would usually have in their educational contexts. The program involved more than forty people of the two languages/cultures from October 2018 to May 2019. Learners’ needs were first identified in order to elaborate the tasks for the program, which was highly appreciated by the participants. Interesting suggestions for improvement were provided by the students, allowing us to revise the plan for a future implementation. In this case study, participants, structure and characteristics of the program are described, with a focus on needs analysis and task development. Examples of the teaching materials used in the program are provided.
Keywords
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- Information
- The Cambridge Handbook of Task-Based Language Teaching , pp. 250 - 261Publisher: Cambridge University PressPrint publication year: 2021
References
Further Reading
Akiyama, Y. (2018). Synthesizing the practice of SCMC-based telecollaboration: A scoping review. CALICO Journal, 35(1),49–76.CrossRefGoogle Scholar
Dooley, M. (2017). Telecollaboration. In Chapelle, C. and Sauro, S., eds. The handbook of technology and second language teaching and learning. Hoboken: John Wiley, pp. 169–83.Google Scholar
González-Lloret, M. and Ortega, L. (2014). Towards technology-mediated TBLT.An introduction. In González-Lloret, M. and Ortega, L., eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John Benjamins, pp. 1–21.Google Scholar
O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1–23.Google Scholar
O’Dowd, R. and Ware, P. D. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 37–41.Google Scholar
References
Akiyama, Y. (2018). Synthesizing the practice of SCMC-based telecollaboration: A scoping review. CALICO Journal, 35(1), 49–76.Google Scholar
Dooley, M. (2017). Telecollaboration. In Chapelle, C. and Sauro, S., eds. The handbook of technology and second language teaching and learning. Hoboken: John Wiley, pp. 169–83.Google Scholar
Doughty, C. J. and Long, M.H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3),50–80.Google Scholar
González-Lloret, M. (2003). Task-based language materials: En busca de esmeraldas. Language Learning &Technology, 7(1),86–104.Google Scholar
González-Lloret, M. and Ortega, L. (2014). Towards technology-mediated TBLT. An introduction. In González-Lloret, M. and Ortega, L., eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John Benjamins, pp. 1-21.Google Scholar
Long, M. (2016). In Defense of Tasks and TBLT: Nonissues and Real Issues. Annual Review of Applied Linguistics, 36, 5–33.CrossRefGoogle Scholar
Luo, H. and Yang, C. (2018). Twenty years of telecollaborative practice : implications for teaching Chinese as a foreign language. Computer Assisted Language Learning, 31(5–6), 1–26.Google Scholar
O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1–23.CrossRefGoogle Scholar
O’Dowd, R. and Ware, P. D. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2),37–41.Google Scholar
Skehan, P. (2003). Focus on form, tasks, and technology. Computer Assisted Language Learning, 16, 391–411.Google Scholar
Ware, P. and O’Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning & Technology, 12(1),43–63.Google Scholar