Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas

ABSTRACT In this article we explore how oral and written modes may differentially influence processes involved in second language acquisition (SLA) in the context of task-based language teaching (TBLT). We first start by reflecting on the differences between spoken and written language. In what follows, we provide a general description of tasks in relation to the SLA processes. We then establish the links between the learning processes and task phases/features in the two modes. Concluding that the role of mode has been underresearched, we call for a more integrative and mode-sensitive TBLT research agenda, in which hybridness of discourse (i.e., mingling of the two modes within one communicative event/task) is taken into account.

[1]  Susanne Rott,et al.  Form-meaning connections in second language acquisition , 2004 .

[2]  Rosa M. Manchón.  Writing in foreign language contexts : learning, teaching, and research , 2009 .

[3]  P. Robinson,et al.  Task complexity, the Cognition Hypothesis and second language learning and performance , 2007 .

[4]  Younghee Sheen.  The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners´ Acquisition of Articles. , 2007 .

[5]  Liliana Tolchinsky,et al.  Developing linguistic literacy: a comprehensive model , 2002, Journal of Child Language.

[6]  M. Schierloh.  Attention to Irregular Verbs by Beginning Learners of German: An Eye-Movement Study. , 2011 .

[7]  Marije Michel,et al.  MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS , 2015, Studies in Second Language Acquisition.

[8]  John Bitchener,et al.  A reflection on ‘the language learning potential’ of written CF , 2012 .

[9]  R. Barnard.  Cognition and Second Language Instruction , 2003 .

[10]  Martin Pütz,et al.  Cognitive processing in second language acquisition : inside the learner's mind , 2010 .

[11]  M. Smith.  Comprehension versus Acquisition: Two Ways of Processing Input , 1986 .

[12]  Mingzhen Bao,et al.  Classroom study on noticing and recast features: Capturing learner noticing with uptake and stimulat , 2011 .

[13]  Robert DeKeyser,et al.  Practice in a Second Language: List of contributors , 2007 .

[14]  Peter Robinson,et al.  13. Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing , 2010 .

[15]  Michael Stevenson,et al.  Towards a blueprint of the foreign language writer: the linguistic and cognitive demands of foreign language writing , 2009 .

[16]  Masatoshi Sato,et al.  Peer interaction and second language learning : pedagogical potential and research agenda , 2016 .

[17]  Rod Ellis,et al.  THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS , 1999, Studies in Second Language Acquisition.

[18]  Heidi Byrnes,et al.  Task-based language learning : insights from and for L2 writing , 2014 .

[19]  M. Swain.  The Output Hypothesis: Theory and Research , 2005 .

[20]  Catherine Doughty,et al.  Focus on Form in Classroom Second Language Acquisition. The Cambridge Applied Linguistics Series. , 1998 .

[21]  Peter Robinson,et al.  Task Complexity and Second Language Narrative Discourse , 1995 .

[22]  Rosa M. Manchón.  Learning-to-write and writing-to-learn in an additional language , 2011 .

[23]  Susan M. Gass,et al.  Input, interaction, and the second language learner , 1994 .

[24]  Merrill Swain,et al.  Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing , 2013 .

[25]  P. Robinson.  Task‐Based Language Learning: A Review of Issues , 2011 .

[26]  Agurtzane Azkarai,et al.  9. EFL task-based interaction: Does task modality impact on language-related episodes? , 2016 .

[27]  Robert M. DeKeyser,et al.  Practice in a Second Language: Introduction: Situating the concept of practice , 2007 .

[28]  Sang-Ki Lee,et al.  VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review , 2008, Studies in Second Language Acquisition.

[29]  N. Ellis,et al.  Implicit and explicit learning of languages , 1997 .

[30]  Virginia Samuda,et al.  Tasks in Second Language Learning , 2007 .

[31]  M. Swain.  Three functions of output in second language learning , 1995 .

[32]  Judit Kormos.  Differences across modalities of performance: An investigation of linguistic and discourse complexity in narrative tasks , 2014 .

[33]  David R. Olson,et al.  Literacy, Language, and Learning: The Nature and Consequences of Reading and Writing , 1985 .

[34]  Paul Kei Matsuda,et al.  Handbook of Second and Foreign Language Writing , 2016 .

[35]  Ruiying Niu.  Effect of task-inherent production modes on EFL learners' focus on form , 2009 .

[36]  Teresa Cadierno,et al.  Language typology, task complexity and the development of L2 lexicalization patterns for describing motion events , 2009 .

[37]  Peter Robinson,et al.  Cognition and Second Language Instruction: Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA , 2001 .

[38]  Hayo Reinders,et al.  Towards a definition of intake in second language acquisition , 2012 .

[39]  Marije Michel,et al.  Eye-tracking research in computer-mediated language learning , 2017 .

[40]  Hitoshi Muranoi,et al.  Practice in a Second Language: Output practice in the L2 classroom , 2007 .

[41]  K. Bot.  The Psycholinguistics of the Output Hypothesis , 1996 .

[42]  J. Moser,et al.  Improving teacher talk through a task-based approach , 2012 .

[43]  Peter Robinson,et al.  Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty , 2007 .

[44]  C. Doughty.  Cognitive Underpinnings of Focus on Form , 1999 .

[45]  ZhaoHong Han,et al.  Textual Enhancement of Input: Issues and Possibilities , 2008 .

[46]  J. Bergsleithner,et al.  Noticing and Second Language Acquisition: Studies in Honor of Richard Schmidt. , 2013 .

[47]  Eun Sung Park.  Learner‐Generated Noticing of Written L2 Input: What Do Learners Notice and Why? , 2011 .

[48]  Gisele Luz Cardoso.  Task based language learning and teaching with technology , 2014 .

[49]  Jessica Williams,et al.  The Potential Role(s) of Writing in Second Language Development. , 2012 .

[50]  Marcela T. Ruiz-Funes,et al.  Exploring the potential of second/foreign language writing for language learning: The effects of task factors and learner variables , 2015 .

[51]  Jenefer Philp,et al.  Talking, tuning in and noticing: exploring the benefits of output in task-based peer interaction , 2013 .

[52]  Roger Gilabert Guerrero.  Effects of manipulating Task Complexity on self-repairs during L2 oral production , 2007 .

[53]  Shawn Loewen,et al.  The roles of output-based and input-based instruction in the acquisition of L2 implicit and explicit knowledge , 2009 .

[54]  Alison Mackey,et al.  The Routledge handbook of second language acquisition , 2012 .

[55]  María José de la Fuente.  NEGOTIATION AND ORAL ACQUISITION OF L2 VOCABULARY , 2002, Studies in Second Language Acquisition.

[56]  Tuija Virtanen,et al.  Pragmatics of Computer-Mediated Communication , 2013 .

[57]  Rosa M. Manchón.  The internal dimension of tasks: The interaction between task factors and learner factors in bringing about learning through writing , 2014 .

[58]  Ute Knoch,et al.  The value of written corrective feedback for migrant and international students , 2008 .

[59]  Parvaneh Tavakoli,et al.  Storyline complexity and syntactic complexity in writing and speaking tasks , 2014 .

[60]  Peter Robinson,et al.  Second language task complexity : researching the cognition hypothesis of language learning and performance , 2011 .

[61]  Maren S. Uggen.  Reinvestigating the Noticing Function of Output , 2012 .

[62]  Ute Knoch,et al.  The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. , 2010 .

[63]  Bryan Smith,et al.  The Use of Communication Strategies in Computer-Mediated Communication , 2003 .

[64]  Andrea Révész,et al.  TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT , 2009, Studies in Second Language Acquisition.

[65]  Shinichi Izumi,et al.  DOES OUTPUT PROMOTE NOTICING AND SECOND LANGUAGE ACQUISITION , 2000 .

[66]  Douglas Hamano-Bunce.  Talk or Chat? Chatroom and Spoken Interaction in a Language Classroom , 2011 .

[67]  Marta González-Lloret,et al.  Technology-mediated TBLT : researching technology and tasks , 2014 .

[68]  Carolyn Gascoigne.  Toward an Understanding of Incidental Input Enhancement in Computerized L2 Environments. , 2013 .

[69]  Julia Herschensohn,et al.  Focusing on Phonology to Teach Morphological Form in French , 2003 .

[70]  Pushed Output and Noticing in a Dictogloss: Task Implementation in the CLIL Classroom , 2014 .

[71]  Marta Benítez Fernández-Espartero.  The use of blogs as international feedback in the efl clasroom: a way to focus on form through conscious reflection , 2011 .

[72]  Rosalind Horowitz,et al.  Comprehending Oral and Written Language. , 1987 .

[73]  Michael Sharwood Smith,et al.  Input Enhancement in Instructed SLA , 1993, Studies in Second Language Acquisition.

[74]  Daniel O. Jackson,et al.  The Cognition Hypothesis: A Synthesis and Meta-Analysis of Research on Second Language Task Complexity. , 2013 .

[75]  M. Swain,et al.  Explicit and Implicit Negative Feedback , 1993, Studies in Second Language Acquisition.

[76]  Heidi Byrnes,et al.  Task-based language learning : insights from and for L2 writing , 2014 .

[77]  Ronald P. Leow,et al.  Explicit Learning in the L2 Classroom: A Student-Centered Approach , 2015 .

[78]  Shinichi Izumi,et al.  TESTING THE OUTPUT HYPOTHESIS , 1999, Studies in Second Language Acquisition.

[79]  Rosa M. Manchón.  Chapter 4. Writing to learn the language: Issues in theory and research , 2011 .

[80]  R. Dekeyser.  Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology , 2007 .

[81]  Sun-Young Oh.  Two Types of Input Modification and EFL Reading Comprehension: Simplification Versus Elaboration , 2001 .

[82]  Michael H. Long.  Second Language Acquisition and Task-Based Language Teaching , 2014 .

[83]  Charlene Polio,et al.  The Relevance of Second Language Acquisition Theory to the Written Error Correction Debate. , 2012 .

[84]  P. Skehan.  语言学习认知法 = A cognitive approach to language learning , 1998 .

[85]  Craig Chaudron,et al.  Intake: On Models and Methods for Discovering Learners' Processing of Input , 1985, Studies in Second Language Acquisition.

[86]  Shinichi Izumi.  OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS , 2002, Studies in Second Language Acquisition.

[87]  YouJin Kim,et al.  TASK COMPLEXITY, LEARNING OPPORTUNITIES, AND KOREAN EFL LEARNERS’ QUESTION DEVELOPMENT , 2012, Studies in Second Language Acquisition.

[88]  Peter Skehan,et al.  Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis , 2009 .

[89]  R. Leow.  A STUDY OF THE ROLE OF AWARENESS IN FOREIGN LANGUAGE BEHAVIOR , 2000, Studies in Second Language Acquisition.

[90]  Peter Robinson,et al.  Cognition and Second Language Instruction: COGNITION AND INSTRUCTION , 2001 .

[91]  Rosa M. Manchón.  The distinctive nature of task repetition in writing: implications for theory, research and pedagogy , 2014 .

[92]  Shinichi Izumi.  Comprehension and Production Processes in Second Language Learning: In Search of the Psycholinguistic Rationale of the Output Hypothesis , 2003 .

[93]  Shannon Sauro,et al.  SCMC for SLA: A Research Synthesis , 2011 .

[94]  Jaemyung Goo.  CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING , 2012, Studies in Second Language Acquisition.

[95]  C. Edwards,et al.  Teachers Exploring Tasks in English Language Teaching , 2005 .

[96]  ● Pytorch,et al.  Attention! , 1998, Trends in Cognitive Sciences.

[97]  Alison Mackey,et al.  Conversational interaction in second language acquisition : a series of empirical studies , 2007 .

[98]  Melissa Baralt,et al.  EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES , 2013, Studies in Second Language Acquisition.

[99]  F. Kuiken,et al.  Speaking and writing tasks and their effects on second language performance , 2012 .

[100]  Peter Koch,et al.  Schriftlichkeit und Sprache , 1994 .

[101]  Hayo Reinders,et al.  The effects of different task types on L2 learners' intake and acquisition of two grammatical structures , 2005 .

[102]  Alison Mackey,et al.  Interaction research in SLA : A meta-analysis and research synthesis , 2007 .

[103]  Bob Weissberg,et al.  Developmental relationships in the acquisition of English syntax: writing vs. speech , 2000 .

[104]  F. Boers,et al.  AN EYE FOR WORDS , 2013, Studies in Second Language Acquisition.

[105]  Martin Bygate,et al.  Sources, developments and directions of task-based language teaching , 2016 .

[106]  Charlene Polio,et al.  LEARNERS' USES OF TWO TYPES OF WRITTEN FEEDBACK ON A L2 WRITING REVISION TASK , 2007, Studies in Second Language Acquisition.

[107]  W. Levelt,et al.  Speaking: From Intention to Articulation , 1990 .

[108]  Eli Hinkel,et al.  Handbook of Research in Second Language Teaching and Learning : Volume 2 , 2011 .

[109]  James E. McDermott,et al.  Implicit and Explicit Learning of Languages. , 1999 .

[110]  Hayo Reinders,et al.  The effects of aural input enhancement on L2 acquisition , 2013 .

[111]  Rod Ellis,et al.  Task-based Language Learning and Teaching , 2003 .

[112]  William C. Ritchie,et al.  Handbook of second language acquisition , 1999 .

[113]  Ronald P. Leow,et al.  Modality and Intake in Second Language Acquisition , 1995, Studies in Second Language Acquisition.