July 13 (Sat) 14:00 Opening & Introduction of Invited Speakers
14:10-15:00 "Current Issues in Task-Based Language Teaching"
by Dr. Michael Long
15:00-15:20 Discussion including Qs & As
15:30-16:20 "Principles for CALL Design"
by Dr. Catherine Doughty
16:20-16:40 Discussion incl. Qs & As
16:40-16:50 Closing & Thank-you Speech
gCurrent Issues in Task-Based Language Teachingh by Dr.
presentation will provide a brief overview of the six stages in the design,
implementation, and evaluation of a genuinely task-based language teaching
program: needs and means analysis; syllabus design; materials
design; methodology and pedagogy; testing; and evaluation. Problems in TBLT will then be discussed, along with some current research designed to solve them.
Bio data: Michael Long
Long (Ph.D., UCLA, 1980) is a Professor in the Department of Second Language
Studies at the University of Hawai'i at Manoa, where he teaches courses and
seminars in SLA, classroom research, language teaching methodology, L2 research
methods, and Task-Based Language Teaching, in the M.A. in ESL, Advanced
Graduate Certificate in Second Language Studies, and Ph.D. in SLA Programs.
Prior to joining the UH faculty, Mike taught EFL and ESL and trained teachers
in England, Spain, Peru, Mexico, Canada, Japan, and the USA. He is the author
of over 100 articles and several books, and in 1991 was co-recipient of TESOL's
International Research Prize. He serves on the Editorial Boards of Studies in
Second Language Acquisition, Language Teaching Research, and Estudios de
Linguistica Aplicada, and is co-editor of the Cambridge Applied Linguistics
Series. His current research includes work on SLA theory change, negative
feedback, sensitive periods, foreign language needs analysis, Task-Based
Language Teaching, and a (thus far, 17-year) longitudinal study of
stabilization/fossilization in the interlanguage of a Japanese immigrant to
Hawai'i. The next eighteen months will see publication of four books:
Task-Based Language Teaching (Blackwell), Problems in SLA (Lawrence Erlbaum),
Second Language Needs Analysis (Cambridge), and (co-edited with Cathy Doughty)
Handbook of Second Language Acquisition
gPrinciples for CALL designh by Dr. Catherine Doughty
Rational choices among the numerous technological options available for foreign language teaching need to be based, in part, on psycholinguistic considerations. Which technological advances help create an optimal psycholinguistic environment for language learning, and which may be innovative but relatively unhelpful? One potential source of guidance is offered by the ten methodological principles of Task-Based Language Teaching (Long, 1985, and elsewhere), each realizable by a variety of pedagogic procedures. Interest in TBLT derives from several sources, including its responsiveness to learnersf precisely specified communicative needs, the potential it offers for developing functional language proficiency without sacrificing grammatical accuracy, and its attempt to harmonize the way languages are taught with what SLA research has revealed about how they are learned. In this talk, TBLTfs ten methodological principles will be defined and motivated, and we will provide illustrations of how the principles can inform choices among technological options when designing online second language courses.
Bio data: Catherine Doughty
Catherine Doughty (Ph.D., University of Pennsylvania, 1988) is Associate Professor and member of the graduate faculty in the University of Hawaiei Department of Second Language Studies. She teaches courses/seminars and supervises research in the areas of Applied Psycholinguistics, L2 Educational Technology, L2 Teaching Methodology, and Second Language Acquisition in all three graduate programs (M.A. in ESL, Advanced Graduate Certificate in Second Language Studies, and Ph.D. in SLA). She is also the departmentfs coordinator for Distance Education. Her own published research concerns effects of L2 instruction, focus on form, computer-assisted language learning, and psycholinguistic processing in SLA. In 1993, she received the Pimsleur Award for Excellence in Foreign Language Research (ACTFL). Her most recent publications are two co-edited books: Focus on Form in Classroom Second Language Acquisition (with Jessica Williams, Cambridge) and the forthcoming Handbook of Second Language Acquisition (with Michael Long, Blackwell).