Daniel O. Jackson – författare

This Element is a guide to task-based language teaching (TBLT), for language instructors, teacher educators, and other interested parties. The work first provides clear definitions and principles related to communication task design. It then explains how tasks can inform all stages of curriculum development. Diverse, localized cases demonstrate the scope of task-based approaches. Recent research illustrates the impact of task design (complexity, mode) and task implementation (preparation, interaction, repetition) on various second language outcomes. The Element also describes particular challenges and opportunities for teachers using tasks. The epilogue considers the potential of TBLT to transform classrooms, institutions, and society.

This Element is a guide to task-based language teaching (TBLT), for language instructors, teacher educators, and other interested parties. The work first provides clear definitions and principles related to communication task design. It then explains how tasks can inform all stages of curriculum development. Diverse, localized cases demonstrate the scope of task-based approaches. Recent research illustrates the impact of task design (complexity, mode) and task implementation (preparation, interaction, repetition) on various second language outcomes. The Element also describes particular challenges and opportunities for teachers using tasks. The epilogue considers the potential of TBLT to transform classrooms, institutions, and society.

This Element is a guide to task-based language teaching (TBLT), for language instructors, teacher educators, and other interested parties. The work first provides clear definitions and principles related to communication task design. It then explains how tasks can inform all stages of curriculum development. Diverse, localized cases demonstrate the scope of task-based approaches. Recent research illustrates the impact of task design (complexity, mode) and task implementation (preparation, interaction, repetition) on various second language outcomes. The Element also describes particular challenges and opportunities for teachers using tasks. The epilogue considers the potential of TBLT to transform classrooms, institutions, and society.

Through a mixed research synthesis of high-quality empirical studies, Jackson and Takahashi examine both widely reported and understudied psychological factors underlying foreign language learning in Japan, with an ecological approach framing the analysis. This book foregrounds its research with an analysis of Japan’s additional language education system and its effects on multi-systemic ecological levels, from public policy to individual learners. It then delves into a deeper look at psychological factors and individual differences impacting foreign language learning, with an emphasis on Japanese learners. The focused mixed research synthesis that follows, including quantitative, qualitative, and mixed-methods studies conducted between 2014 and 2024, assesses the psychological factors, additional languages, and school settings covered. It identifies gaps in research and provides reflections on issues within the Japanese system, as well as implications for improvement at the institutional and classroom levels to aid more effective language learning.A critical perspective and insightful outlook toward the additional language education system in Japan, this volume will be of interest to psycholinguistics and language education scholars focusing on Japan, as well as graduate students and teacher educators in the areas of language development, language education, and learner psychology.

Through a mixed research synthesis of high-quality empirical studies, Jackson and Takahashi examine both widely reported and understudied psychological factors underlying foreign language learning in Japan, with an ecological approach framing the analysis. This book foregrounds its research with an analysis of Japan's additional language education system and its effects on multi-systemic ecological levels, from public policy to individual learners. It then delves into a deeper look at psychological factors and individual differences impacting foreign language learning, with an emphasis on Japanese learners. The focused mixed research synthesis that follows, including quantitative, qualitative, and mixed-methods studies conducted between 2014 and 2024, assesses the psychological factors, additional languages, and school settings covered. It identifies gaps in research and provides reflections on issues within the Japanese system, as well as implications for improvement at the institutional and classroom levels to aid more effective language learning.A critical perspective and insightful outlook toward the additional language education system in Japan, this volume will be of interest to psycholinguistics and language education scholars focusing on Japan, as well as graduate students and teacher educators in the areas of language development, language education, and learner psychology.

Through a mixed research synthesis of high-quality empirical studies, Jackson and Takahashi examine both widely reported and understudied psychological factors underlying foreign language learning in Japan, with an ecological approach framing the analysis. This book foregrounds its research with an analysis of Japan's additional language education system and its effects on multi-systemic ecological levels, from public policy to individual learners. It then delves into a deeper look at psychological factors and individual differences impacting foreign language learning, with an emphasis on Japanese learners. The focused mixed research synthesis that follows, including quantitative, qualitative, and mixed-methods studies conducted between 2014 and 2024, assesses the psychological factors, additional languages, and school settings covered. It identifies gaps in research and provides reflections on issues within the Japanese system, as well as implications for improvement at the institutional and classroom levels to aid more effective language learning.A critical perspective and insightful outlook toward the additional language education system in Japan, this volume will be of interest to psycholinguistics and language education scholars focusing on Japan, as well as graduate students and teacher educators in the areas of language development, language education, and learner psychology.

This book provides an accessible, evidence-based account of how teacher noticing, the process of attending to, interpreting and acting on events which occur during engagement with learners, can be examined in contexts of language teacher education and highlights the importance of reflective practice for professional development. Central to the work is an innovative mixed-methods study of task-based interaction which was undertaken with pre-service English language teachers in Japan. Through close analyses of task interaction coupled with recall data, it illustrates the ways in which pre-service teachers noticed their student partners’ use of embodied and linguistic resources. This focus on what teachers attend to, how they interpret it, and their subsequent decisions has multiple implications for language learning and teacher development. It demonstrates the value of teacher noticing for developing rapport, supporting pupils’ language acquisition, enhancing participation, fostering reflection and guiding observation, a central feature of language teachers’ career advancement.

This book provides an accessible, evidence-based account of how teacher noticing, the process of attending to, interpreting and acting on events which occur during engagement with learners, can be examined in contexts of language teacher education and highlights the importance of reflective practice for professional development. Central to the work is an innovative mixed-methods study of task-based interaction which was undertaken with pre-service English language teachers in Japan. Through close analyses of task interaction coupled with recall data, it illustrates the ways in which pre-service teachers noticed their student partners’ use of embodied and linguistic resources. This focus on what teachers attend to, how they interpret it, and their subsequent decisions has multiple implications for language learning and teacher development. It demonstrates the value of teacher noticing for developing rapport, supporting pupils’ language acquisition, enhancing participation, fostering reflection and guiding observation, a central feature of language teachers’ career advancement.