Task-based syllabus design and task sequencingKen Urano
Invited talk at the 2nd joint international methodology research colloquium, co-hosted by by Okinawa JALT, KATE Corpus SIG, & LET Kansai Methodology SIG.
February 16, 2016
TBLT in Japan: In search of the middle groundKen Urano
1) The document discusses task-based language teaching (TBLT) and summarizes key definitions and concepts, such as the differences between target tasks, pedagogical tasks, and task-supported language teaching versus task-based language teaching.
2) It notes that while TBLT is not very popular in Japan currently due to misconceptions, such as that it is not suitable for beginning learners or that authorized textbooks are not task-based, researchers have provided empirical evidence countering these beliefs.
3) It also addresses counterarguments against TBLT in Japan, such as concerns about entrance exams and grammar learning, and argues that with a focus on form, adaptation, and assessment innovation,
Types of L2 morphosyntactic knowledge that can and cannot be observed in lea...Ken Urano
2015 Joint International Methodology Research Colloquium KATE Corpus SIG & LET Kansai Methodology SIG @ National Institute for International Education May 16, 2015

Input, interaction, and the roles of Japanese teachers of English: A second l...Ken Urano
This document summarizes a presentation about input, interaction and the role of Japanese teachers of English from a second language acquisition perspective. It discusses that input is crucial for language learning, but the input must be comprehensible to learners. It also discusses that output is important, but input comes first. The presentation recommends that teachers adjust their speech for learners, use gestures and visual aids carefully, elaborate on meanings rather than simplify, and provide feedback to increase learners' awareness of language forms. The key ideas are that comprehensible input, elaboration and interaction help form-meaning mapping while feedback further develops awareness of forms.
Roles of assistant language teachers and Japanese teachers of English for a s...Ken Urano
The document discusses research on second language acquisition and provides guidance for ALTs and JTEs on effective team teaching.
It summarizes that input is crucial for language learning, but the input must be comprehensible to learners. Teachers should use techniques like elaboration, gestures, visual aids, and interaction to help make input comprehensible while retaining linguistic complexity. Simplification may improve understanding but not support learning. The document also recommends providing feedback to increase learners' awareness of language forms. Overall, it emphasizes the importance of comprehensible input through adjusted teacher speech, elaboration, and feedback to facilitate both meaning and form in the language learning process.
57. • Everybody knows that Mike is
diligent. Do you know what
diligent means? (No.) It means
hard-working. So, everyone
knows Mike is hard-working.
Interaction
インタラクション
comprehension check
80. Metalinguistic clue
S: I go to the library yesterday.
T: It’s about yesterday, so what tense
do you have to use?
S: Past tense. I went to the library
yesterday.
メタ言語的手がかり
82. Explicit correction
S: I go to the library yesterday.
T: It’s about yesterday, so you have to
use the past tense went.
S: OK. I went to the library
yesterday.
明示的訂正
90. Methodological Principles
• Methodological Principles are universally
desirable instructional design features,
motivated by theory and research findings
in SLA, educational psychology, general
educational curriculum design, and
elsewhere, which show them either to be
necessary for SLA or facilitative of it. (Long,
2009, p. 376)
91. Methodological Principles
1 Use task, not text, as the unit of analysis.
2 Promote learning by doing.
3 Elaborate input.
4 Provide rich (not impoverished) input.
5 Encourage inductive (“chunk”) learning.
6 Focus on form.
7 Provide negative feedback.
8 Respect“learner syllabuses.”
9 Promote cooperative/collaborative learning.
10 Individualize instruction.
92. MP1
Use task, not text, as the unit of analysis.
• Task-based language teaching (TBLT)
• target tasks, pedagogical tasks, task
sequencing
MP2
Promote learning by doing.
96. MP6
Focus on form.
• During an otherwise meaning-focused
classroom lessons, focus on form often
consists of an occasional shift of attention
to linguistic code features—by the teacher
and/or one or more students—triggered by
perceived problems with comprehension or
production. (Long & Robinson, 1998, p. 23)
102. 文献紹介
• Methodological Principles (MPs)
• Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic
environments for distance foreign language learning.
Language Learning & Technology, 7, 50-80. Retrieved from
http://llt.msu.edu/vol7num3/doughty/
• Long, M. H. (2009). Methodological principles for language
teaching. In M. H. Long & C. J. Doughty (Eds.), The handbook of
language teaching (pp. 373-394). Oxford: Wiley-Blackwell.
103. 文献紹介
• インプット
• Long, M. H. (1996). The role of the linguistics environment in
second language acquisition. In W. C. Ritchie & T. K. Bhatia
(Eds.), Handbook of second language acquisition (pp. 413-468).
New York: Academic Press.
• Long, M. H. (2007). Problems in SLA. Mahwah, NJ: Lawrence
Erlbaum.
105. 文献紹介
• その他
• Doughty, C., & Williams, J. (Eds.) (1998). Focus on form in classroom
second language acquisition. Cambridge University Press.
• 和泉伸一. (2009). 『「フォーカス・オン・フォーム」を取り入
れた新しい英語教育』. 東京: 大修館書店.
• Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research,
and practice. In C. Doughty & J. Williams (1998).
• 松村昌紀. (2009). 『英語教育を知る58の 』. 東京: 大修館書店.
• 村野井仁. (2006). 『第二言語習得研究から見た効果的な英語学
習法・指導法』. 東京: 大修館書店.