Table Of ContentUsing Tasks in Second
Language Teaching
SECOND LANGUAGE ACQUISITION
Series Editors: Professor David Singleton, University of Pannonia,
Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and
Associate Professor Simone E. Pfenninger, University of Salzburg, Austria
This series brings together titles dealing with a variety of aspects of
language acquisition and processing in situations where a language or
languages other than the native language is involved. Second language is
thus interpreted in its broadest possible sense. The volumes included in
the series all offer in their different ways, on the one hand, exposition
and discussion of empirical findings and, on the other, some degree of
theoretical reflection. In this latter connection, no particular theoretical
stance is privileged in the series; nor is any relevant perspective –
sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place.
The intended readership of the series includes final-year undergraduates
working on second language acquisition projects, postgraduate students
involved in second language acquisition research and researchers, teachers
and policymakers in general whose interests include a second language
acquisition component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications
can be found on http://www.multilingual-matters.com, or by writing to
Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol BS1
2AW, UK.
SECOND LANGUAGE ACQUISITION: 143
Using Tasks in Second
Language Teaching
Practice in Diverse Contexts
Edited by
Craig Lambert and Rhonda Oliver
MULTILINGUAL MATTERS
Bristol • Blue Ridge Summit
DOI https://doi.org/10.21832/LAMBER9448
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Lambert, Craig (Craig P.), editor. | Oliver, Rhonda, editor.
Title: Using Tasks in Second Language Teaching: Practice in Diverse
Contexts/Craig Lambert, Rhonda Oliver.
Description: Blue Ridge Summit: Multilingual Matters, 2020. | Series:
Second Language Acquisition: 143 | Includes bibliographical references
and index. | Summary: ‘This book examines the use of tasks in second
language instruction in a variety of international contexts, and
addresses the need for a better understanding of how tasks are used in
teaching and program-level decision-making. The chapters consider the
benefits and challenges that teachers, program designers and researchers
face in using tasks’ – Provided by publisher.
Identifiers: LCCN 2020012139 (print) | LCCN 2020012140 (ebook) | ISBN
9781788929431 (paperback) | ISBN 9781788929448 (hardback) | ISBN
9781788929455 (pdf) | ISBN 9781788929462 (epub) | ISBN 9781788929479
(kindle edition)
Subjects: LCSH: Second language acquisition | Language and languages – Study
and teaching.
Classification: LCC P118.2 .U836 2020 (print) | LCC P118.2 (ebook) | DDC
418.0071 – dc23
LC record available at https://lccn.loc.gov/2020012139
LC ebook record available at https://lccn.loc.gov/2020012140
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-944-8 (hbk)
ISBN-13: 978-1-78892-943-1 (pbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK.
USA: NBN, Blue Ridge Summit, PA, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2020 Craig Lambert, Rhonda Oliver and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means
without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are
natural, renewable and recyclable products, made from wood grown in sustainable forests.
In the manufacturing process of our books, and to further support our policy, preference is
given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or
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Typeset by Riverside Publishing Solutions.
Contents
Contributors vii
1 Introduction: Tasks in Context 1
Craig Lambert and Rhonda Oliver
Part 1: Issues in Using Tasks
2 Frameworks for Using Tasks in Second Language Instruction 13
Craig Lambert
3 Low-Proficiency Learners and Task-Based Language Teaching 33
Jonathan Newton and Trang Le Diem Bui
4 Some Principles for Interactive Task Design: Observations
from an EFL Materials Writer 49
Curtis Kelly
5 Using Technology-Mediated Tasks in Second Language
Instruction to Connect Speakers Internationally 65
Marta González-Lloret
6 Using Tasks within Neoliberal Educational Environments 82
Lindy Norris
7 Teacher-Preparation for Task-Based Language Teaching 99
Rod Ellis
Part 2: Approaches to Using Tasks
8 A Task-Based Needs Analysis for US Foreign Service Officers:
The Challenge of the Japanese Celebration Speech 123
Kyoko Kobayashi Hillman and Michael H. Long
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vi Contents
9 Developing Authentic Tasks for the Workplace Using Needs
Analysis: A Case Study of Australian Aboriginal Vocational
Students 146
Rhonda Oliver
10 The Potential Use of Tasks in Post-Soviet Schools:
Case Studies from Ukraine 162
Tatiana Bogachenko and Rhonda Oliver
11 Task Design and Implementation for Beginning-Level
Elementary School Learners in South-Brazil: Challenges
and Possibilities 178
Priscila Fabiane Farias and Raquel Carolina Souza Ferraz D’Ely
12 Teachers’ Responses to an Online Course on Task-Based
Language Teaching in Mexico 193
Maria-Elena Solares-Altamirano
Part 3: Research on Using Tasks
13 Metacognitive Instruction for Collaborative Interaction:
The Process and Product of Self-Regulated Learning in
the Chilean EFL Context 215
Masatoshi Sato
14 Collaborative L1 Planning and L2 Written Task Performance
in an Iranian EFL Context 237
Mohammad Javad Ahmadian and Abbas Mansouri
15 Collaborative Writing Tasks in an L3 Classroom:
Translanguaging, the Quality of Task Outcomes and
Learners’ Perceptions 255
YouJin Kim, Hyejin Cho and Haoshan Ren
16 The Role of Task-Based Interaction in Perceived Language
Learning in a Japanese EFL Classroom 281
Scott Aubrey
17 The Impact of Agency in Pair Formation on the Degree of
Participation in Young Learners’ Collaborative Dialogue 306
Ainara Imaz Agirre and María del Pilar García Mayo
18 The Accuracy of Teacher Predictions of Student Language
Use in Tasks in a Japanese University 324
Justin Harris and Paul Leeming
19 Conclusion: Future Directions for Research on Tasks in
Second Language Instruction 344
Rhonda Oliver and Craig Lambert
Index 347
Contributors
Mohammad Javad Ahmadian is Lecturer in TESOL and programme
director for the MA TESOL Programme in the School of Education at
University of Leeds. He is interested in Instructed SLA and Task-Based
Language Teaching. His publications have appeared in TESOL Quarterly,
System, Language Teaching Research, ELT Journal, International Journal
of Applied Linguistics and Language Learning Journal. He is currently
co-editing (with Professor Mike Long) The Cambridge Handbook of
Task-Based Language Teaching.
Scott Aubrey is an Assistant Professor in the Department of Curriculum
and Instruction, Faculty of Education, at the Chinese University of Hong
Kong where he teaches ELT methodology courses to BA/BEd and MA
students. He is currently the Deputy Coordinator of the BA (English) and
BEd (English Language Education) joint degree programme at CUHK.
His research interests include L2 motivation, task-based language
teaching and L2 writing instruction. His publications have appeared in
such journals as TESOL Quarterly, Modern Language Journal, Language
Teaching Research and RELC Journal.
Tatiana Bogachenko is a linguist, educator and researcher. Her research
interests include second and foreign language teaching, TBLT, educational
change, equity in education and comparative education. The overarching
goal of her research is to promote positive educational practices and
experience exchange, and to facilitate provision of better opportunities
for underprivileged and challenged communities around the world. Her
research has been published in national and international journals and
edited volumes and presented at various conferences in Australia and
internationally.
Trang Le Diem Bui is a Senior Lecturer in the Faculty of Foreign Languages
at An Giang University, Vietnam National University, Ho Chi Minh City.
She has a PhD in Applied Linguistics from Victoria University of Wellington,
New Zealand and over 15 years of teaching experience, specializing in
training pre-service and in-service EFL teachers. Her professional interests
vii
viii Contributors
include language teacher education, task-based language teaching (TBLT)
and content and language integrated learning (CLIL).
Hyejin Cho is currently a PhD student at Georgia State University. Her
areas of research interest include task-based language teaching (TBLT),
second language writing and digital multimodal literacies.
Rod Ellis is currently a Research Professor in the School of Education,
Curtin University in Perth Australia. He is also a visiting professor at
Shanghai International Studies University and an Emeritus Distinguished
Professor of the University of Auckland. He has recently been elected as
a fellow of the Royal Society of New Zealand. He has written extensively
on second language acquisition and task-based language teaching. His
most recent book is Reflections on Task-Based Language Teaching (2018)
published by Multilingual Matters. He is currently completing research
funded by the Australian Research Council investigating second language
learners’ pragmatic knowledge of English.
Priscila Fabiane Farias is a Professor of Teacher Professional Development
at the Teaching Methodologies Department in the Federal University of
Santa Catarina (UFSC), in Brazil. Her main research interests include
Task Based Language Teaching, Critical Pedagogy and Foreign Language
Teacher Professional Development. She holds a master’s degree and a PhD
in language studies and her most recent publications focus on the use of
tasks as pedagogical tools for English as a Foreign Language learning and
critical awareness development.
Raquel Carolina Souza Ferraz D’Ely is a Professor of English as a Foreign
Language at the Foreign Languages Department in the Federal University
of Santa Catarina (UFSC), in Brazil. Her main research interests include
Task Based Language Teaching, Oral Production of EFL and Foreign
Language Teacher Professional Development. She holds a master’s degree
and a PhD in language studies and her most recent publications focus on
the use of tasks for collaborative strategic planning in oral L2 development
and on strategic planning and repetition as metacognitive processes in
task performance.
María del Pilar García Mayo is Full Professor of English Language and
Linguistics at the University of the Basque Country (Spain) and director
of the Language and Speech research group (http://www.laslab.org). She
has published widely on the L2/L3 acquisition of English morphosyntax
and the study of conversational interaction in EFL. She has been an
invited speaker to universities in Asia, Europe and North America and
is an Honorary Consultant for the Shanghai Center for Research in
English Language Education. Prof. García Mayo is the director of the
Contributors ix
MA program Language Acquisition in Multilingual Settings, the editor
of Language Teaching Research and belongs to the editorial board of
numerous journals, among others Language Teaching for Young Learners.
Marta González-Lloret is a Professor of Spanish Applied Linguistics at the
University of Hawai`i. Her main areas of interest are the intersections of
technology and TBLT (Task-based Language Teaching) and technology
and L2 pragmatics. Her most recent books are A Practical Guide to
Integrating Technology into Task-based Language Teaching (Georgetown
University Press, 2016), and a 2018 edited volume in Spanish (with
Dr Marga Vinagre) on technology-mediated communications (Equinox).
She is the editor of the book series Pragmatics & Language Learning
(NFLRC) and co-editor of System journal (Elsevier).
Justin Harris is an Associate Professor at Kindai University in Japan.
He has been teaching English in Japan for more than 20 years in various
teaching contexts. His research interests include TBLT, student motivation,
and English as a lingua franca. He is co-founder and coordinator of the
JALT (Japan Association for Language Teaching) Special Interest Group
on TBLT and co-organizes the biennial TBLT in Asia conference. He is
co-author of the On Task series of textbooks for English language learners
which follow a TBLT approach.
Kyoko Kobayashi Hillman is a PhD candidate in the Second Language
Acquisition program at the University of Maryland and is a lecturer in
the Department of Asian Studies at the University of British Columbia.
Her research interests include needs analysis and input elaboration in
TBLT (Task-Based Language Teaching), incidental vocabulary learning
in instructed second language acquisition and second language research
methodology, such as reaction times in psycholinguistic experiments. Her
co-authored articles appeared in The Cambridge Handbook of Language
Learning (2019, with Michael H. Long & Jiyong Lee) and in Applied
Linguistics Review (2017, with Steven J. Ross & Gabriele Kasper).
Ainara Imaz Agirre teaches in Infant and Primary Education at the
Mondragon Unibertsitatea. After graduating in English Philology at the
University of the Basque Country, Dr Imaz Agirre received her PhD in
2015 within the program ‘Language Acquisition in Multilingual Settings’
with a dissertation entitled The acquisition of gender agreement in L3
English by Basque/Spanish bilinguals supervised by Prof. María del Pilar
García Mayo and was awarded the Outstanding Thesis Award for the
Academic Year 2015/2016.
Curtis Kelly is a Professor at Kansai University in Osaka and a Teaching
Fellow in the Harvard course The Neuroscience of Learning. He writes
x Contributors
materials for ‘3L’ students with Low ability, Low confidence and Low
motivation, including Active Skills for Communication (Cengage),
Writing from Within (Cambridge) and Significant Scribbles (Longman).
He is one of the founders of the JALT BRAIN SIG and producer of the
MindBrainEd Think Tanks, a magazine that connects brain sciences to
language teaching.
YouJin Kim is an Associate Professor in the Department of Applied
Linguistics and ESL at Georgia State University and Korea Advanced
Institute of Science and Technology. She specializes in second language
acquisition, task-based language teaching and classroom-based research.
She is a co-editor of Task-Based Approaches to Teaching and Assessing
Pragmatics (2018), and a co-author of Pedagogical Grammar (2014). Her
work can be found in major applied linguistics journals such as TESOL
Quarterly, Language Learning, Studies in Second Language Acquisition
and Modern Language Journal.
Craig Lambert is Associate Professor of Applied Linguistics in the
School of Education at Curtin University. His research has appeared in
Studies in Second Language Acquisition, Applied Linguistics, Modern
Language Journal, TESOL Quarterly and Language Teaching Research.
His recent books include Task-Based Language Teaching: Theory and
Practice (with R. Ellis et al., Cambridge, 2020) and Referent Similarity
and Nominal Syntax in Task-Based Language Teaching (Springer,
2019). He guest edited a special issue of Language Teaching Research
on Affective Factors in Second Language Task Design and Performance
(2017) and received the Journal Article of the Year award from the
Faculty of Humanities at Curtin University in 2018.
Paul Leeming is an Associate Professor at Kindai University in Japan,
and an adjunct professor at Temple University, where he teaches courses
in SLA. He has taught at various levels of education in Japan for more
than 20 years. His main research interests are TBLT, groups in language
learning and motivation. He is also heavily involved in the JALT (Japan
Association for Language Teaching) Task-Based Language Teaching
Special Interest Group which organizes the biennial TBLT in Asia
conference. He is also co-author of On Task, a textbook series following
a TBLT approach.
Michael H. Long is Professor of SLA at the University of Maryland.
Author of over 100 journal articles and book chapters, recent publications
include The Handbook of Second Language Acquisition (Blackwell,
2003), Second Language Needs Analysis (CUP, 2005), Problems in
SLA (Erlbaum, 2007), The Handbook of Language Teaching (Wiley-
Blackwell, 2009), Sensitive Periods, Language Aptitude, and Ultimate
