Tasks in second language learning

308 Pages·2008·1.13 MB·English

by  Virginia Samuda

Amazon.com: Tasks in Second Language Learning (Research and Practice in ...): Virginia Samuda, Martin Bygate, Christopher N. Candlin, David R. Hall

Tasks in Second Language Learning (Research and Practice in Applied Linguistics)

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Research and Practice in Applied Linguistics
General Editors: Christopher N. Candlinand David R. Hall, Linguistics
Department, Macquarie University, Australia.
All books in this series are written by leading researchers and teachers in
Applied Linguistics, with broad international experience. They are designed for
the MA or PhD student in Applied Linguistics, TESOL or similar subject areas 0
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and for the language professional keen to extend their research experience. 04-
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Titles include: ct -
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Francesca Bargiela-Chiappini, Catherine Nickerson and Brigitte Planken n
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BUSINESS DISCOURSE eC
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Sandra Beatriz Hale algr
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COMMUNITY INTERPRETING o -
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Geoff Hall om
LITERATURE IN LANGUAGE EDUCATION et i Tr
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Richard Kiely and Pauline Rea-Dickins ote
PROGRAM EVALUATION IN LANGUAGE EDUCATION bli
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Marie-Noëlle Lamy and Regine Hampel sitet
ONLINE COMMUNICATION IN LANGUAGE LEARNING AND TEACHING er
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Virginia Samuda and Martin Bygate o U
TASKS IN SECOND LANGUAGE LEARNING d t
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Cyril J. Weir ce
LANGUAGE TESTING AND VALIDATION m - li
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Tony Wright ct.c
CLASSROOM MANAGEMENT IN LANGUAGE EDUCATION ne
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Forthcoming titles: a
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Dick Allwright and Judith Hanks w.p
THE DEVELOPING LEARNER ww
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ALInTnEeR ABuCrInEsS al fro
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David Butt and Annabelle Lukin m
GRAMMAR ght
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Alison Ferguson and Elizabeth Armstrong op
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COMMUNICATIONS DISORDERS
Lynn Flowerdew
CORPORA AND LANGUAGE EDUCATION
Sandra Gollin and David R. Hall
LANGUAGE FOR SPECIFIC PURPOSES
10.1057/9780230596429 - Tasks in Second Language Learning, Virginia Samuda and Martin Bygate
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Marilyn Martin-Jones
BILINGUALISM
Martha Pennington
PRONUNCIATION
Norbert Schmitt
VOCABULARY 0
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Helen Spencer-Oatey and Peter Franklin 1-
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INTERCULTURAL INTERACTION 20
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Devon Woods and Emese Bukor ne
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INSTRUCTIONAL STRATEGIES AND PROCESSES IN LANGUAGE EDUCATION o
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Research and Practice in Applied Linguistics nn
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Series Standing Order ISBN 1–4039–1184–3 hardcover ec
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Series Standing Order ISBN 1–4039–1185–1 paperback gra
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Tasks in Second Language
Learning
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Virginia Samuda and Martin Bygate 4-
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Lancaster University ct - 2
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© Virginia Samuda and Martin Bygate 2008
All rights reserved.No reproduction,copy or transmission of this
publication may be made without written permission.
No paragraph of this publication may be reproduced,copied or transmitted
save with written permission or in accordance with the provisions of the
Copyright,Designs and Patents Act 1988,or under the terms of any licence 0
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permitting limited copying issued by the Copyright Licensing Agency, 04-
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Any person who does any unauthorised act in relation to this publication ct -
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may be liable to criminal prosecution and civil claims for damages. nn
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The authors have asserted their rights to be identified as the authors of this ve
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work in accordance with the Copyright,Designs and Patents Act 1988. gr
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First published 2008 by o -
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PALGRAVE MACMILLAN m
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Houndmills,Basingstoke,Hampshire RG21 6XS and Tr
175 Fifth Avenue,New York,N.Y.10010 et i
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Companies and representatives throughout the world ot
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PALGRAVE MACMILLAN is the global academic imprint of the Palgrave sbi
Macmillan division of St.Martin's Press,LLC and of Palgrave Macmillan Ltd. sitet
Macmillan® is a registered trademark in the United States,United Kingdom er
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and other countries.Palgrave is a registered trademark in the European Uni
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ISBN-13:978-1-4039-1186-5 hardback n
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IISSBBNN--1103::19-7480-319-4-1013896-1-X18 h7a-r2d bpaacpkerback m - li
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To the memory of Chris Brumfit
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Contents
Acknowledgements viii 0
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Introduction 1 1-
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Part 1 Background ect -
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1. Language Use, Holistic Activity and Second eC
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Language Learning 7 gr
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2. Holistic Tasks in an Educational Context: o -
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Some Key Issues 18 o
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3. Holistic Tasks in a Research Context: ket i
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Some Key Issues 37 ot
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4. Tasks in Second Language Pedagogy 51 ets
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5. Defining Pedagogic Tasks: Issues and Challenges 62 ver
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6. Engaging Learning Processes: Implications for the d to
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Use of Second Language Tasks 71 s
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7. Researching Second Language Pedagogic Tasks 82 m - li
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8. Task Research from a Pedagogical Perspective 133 ve
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Part 3 Exploring Tasks m
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10. Research Directions 233 erial fr
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Part 4 Resources ght
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11. Further Resources 267 Co
References 277
Name Index 291
Subject Index 295
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Acknowledgements
Our most central acknowledgments should be apparent through the 0
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references in these pages. We owe particular debts of gratitude to tutors, 04-
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colleagues and students, through the years at Lancaster, Leeds, London, 01
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Manchester, Michigan, Oregon, Reading and Sonoma; to our patient ct -
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and constructive editors; and to our enduringly supportive families, nn
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including Dave, for never forgetting to ask whether we’d finished writ- eC
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ing this book. gr
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Lauzerte ms
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Summer 2007 Tr
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Introduction
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Qmuisoetdeu 1c.a1tiveD teawskesy on educative, uneducative and ket i Tr
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If one means by a ‘task’ simply an undertaking involving difficulties that have to be bi
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overcome, then children, youth, and adults alike require tasks in order that there et
may be continued development. But if one means by a task something that has no ersit
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interest, makes no appeal, that is wholly alien and hence uncongenial, the matter ni
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is quite different. Tasks in the former sense are educative because they supply an o
indispensable stimulus to thinking, to reflective inquiry. Tasks in the latter sense ed t
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signify nothing but sheer strain, constraint, and the need of some external moti- en
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vclaetaiorenr fcoor nkseceiopuinsgn easts tohfe men.d Tsh aenyd a rae suenaercdhu cfoatri vper obpeecra umsee atnhse yo ff ariel atloiz ianttiorond. uTchee ay m - li
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are miseducative, because they deaden and stupefy; they lead to that confused ct.
and dulled state of mind that always attends an action carried on without a realiz- ne
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ing sense of what it is all about. They are also miseducative because they lead to co
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dependence upon external ends; the child works simply because of the pressure av
of the taskmaster, and diverts his energies just in the degree in which this pressure algr
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is relaxed; or he works because of some alien inducement – to get some reward w.
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that has no intrinsic connection with what he is doing. w
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(1913/1975: 54–6) o
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This book explores the ‘educative’, ‘uneducative’ and ‘miseducative’ prop- ht
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erties of tasks in second language education. As part of the raw material yri
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that second language teachers, learners and researchers work with in dif- Co
ferent ways, tasks have been an element in second language teaching and
research for over 30 years, and yet their use continues to invite controversy
and debate. One of the aims of this book is to explore why this should be
so, and to consider what people do to make tasks educative or uneducative,
why this can happen and what the alternatives might be.
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10.1057/9780230596429 - Tasks in Second Language Learning, Virginia Samuda and Martin Bygate