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
- 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
- 13 Task-Based Language Assessment
- 14 Evaluating Task-Based Language Programs
- 14A Comparing the Effectiveness of Task-Based Language Teaching and Presentation-Practice-Production on Second Language Grammar Learning
- 14B Examining High-School Learners’ Experience of Task Motivation and Difficulty in a Two-Week Spanish Immersion Camp
- 14C Designing a Classroom-Based Task-Based Language Assessment Framework for Primary Schools
- Part VIII Research Needs and Future Prospects
- Index
- References
14A - Comparing the Effectiveness of Task-Based Language Teaching and Presentation-Practice-Production on Second Language Grammar Learning
A Pilot Study with Chinese Students of Italian as a Second Language
from Part VII - Task-Based Assessment and Program Evaluation
Published online by Cambridge University Press: 19 November 2021
By
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
- 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
- 13 Task-Based Language Assessment
- 14 Evaluating Task-Based Language Programs
- 14A Comparing the Effectiveness of Task-Based Language Teaching and Presentation-Practice-Production on Second Language Grammar Learning
- 14B Examining High-School Learners’ Experience of Task Motivation and Difficulty in a Two-Week Spanish Immersion Camp
- 14C Designing a Classroom-Based Task-Based Language Assessment Framework for Primary Schools
- Part VIII Research Needs and Future Prospects
- Index
- References
Summary
This case study reports a comparison of the relative effectiveness of explicit focus on forms (FonFS) and reactive, incidental focus on form (FonF) on second language grammar learning on both explicit and implicit knowledge. Using a between-groups, pretest-posttest design, Chinese students of Italian were randomly assigned to form two experimental groups, which were exposed either to a TBLT or a PPP module. Both offline (untimed grammaticality judgment) and online (self-paced reading) measures were employed, and students’ performance role-playing the target tasks was assessed. Subjects in the TBLT condition showed a similar improvement in grammatical knowledge to those in the PPP group, while outperforming them on real-life tasks.
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- The Cambridge Handbook of Task-Based Language Teaching , pp. 549 - 565Publisher: Cambridge University PressPrint publication year: 2021
References
Further Reading
Ellis, N. C. (2001). Memory for language. In Robinson, P., ed. Cognition and second language instruction. Cambridge: Cambridge University Press, pp. 33–68.Google Scholar
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305–52.CrossRefGoogle Scholar
Godfroid, A. and Kim, M. (2021). The contributions of statistical-implicit learning aptitude to implicit-second language knowledge. Studies in Second Language Acquisition, 1–29.Google Scholar
Kang, E. Y., Sok, S., and Han, Z-H. (2018). Thirty-five years of ISLA on form-focused instruction: A meta-analysis. Language Teaching Research, 23(4), 428–53.Google Scholar
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