The Role of Theory in Empirical L2 Research on Task-Based Language Teaching for Young L2 Learners

Ashley Beccia

doi:10.52214/salt.v21i1.8393

Abstract

This forum will explore the extent to which theory has played a role in empirical research on Task-Based Language Teaching (TBLT) for young L2 learners and highlight opportunities that exist for future research. To begin, the most relevant theoretical entities to TBLT will be introduced. This theoretical background will set the stage for the subsequent section–– a review of three empirical studies on task-based learning with young L2 learners: Newton and Bui (2017), Zhu (2020), and Azkarai and Oliver (2019). Then, the three studies are discussed with regard to the role theory plays. Finally, some trends that come to light through the review of the studies are identified, and arguments are made vis-à-vis the need for more theory-driven, principled approaches to the empirical research on TBLT with children.

Highlights

Ashley Beccia Teachers College, Columbia UniversityTask-Based Language Teaching (TBLT) is purportedly the only L2 pedagogy rooted in Second Language Acquisition (SLA) theory and research and is unique in its psycholinguistic, ecological and pedagogical validity
This forum will explore the extent to which theory has played a role in empirical research on TBLT for young L2 learners and highlight opportunities that exist for future research
This study primarily provided descriptive information regarding how researchers and teachers in one part of the world conceptualized and justified the strong version of the pedagogy, despite missing the target in terms of planning for and implementing strong-form TBLT

Summary

INTRODUCTION

Task-Based Language Teaching (TBLT) is purportedly the only L2 pedagogy rooted in SLA theory and research and is unique in its psycholinguistic, ecological and pedagogical validity. An emerging trend in this research domain is that one theoretical entity in particular, the Interaction Hypothesis (Long, 1996), has been used to frame studies (e.g., Azkarai & Oliver, 2019) and to interpret the results of studies (e.g., Newton & Bui, 2017) on TBLT for young L2 learners. The most relevant theoretical entities to TBLT will be introduced This theoretical background will set the stage for the subsequent section–– a review of three empirical studies on task-based learning with young L2 learners: Newton and Bui (2017), Zhu (2020), and Azkarai and Oliver (2019). Some trends that come to light through the review of the studies are identified, and arguments are made vis-à-vis the need for more theory-driven, principled approaches to the empirical research on TBLT with children

TBLT AND ITS THEORETICAL TENETS

DISCUSSION

CONCLUSION