The episode can be listened to here, with further links to the usual podcast directories.

To enter the competition for a discounted place on our TBLT course starting November 8 2019, please email us the answer to the question at the end of the podcast, or send us a DM via Twitter. The first four correct answers will receive a coupon code for the discount.

For more on Mike Long and his lengthy list of publications, see his academic page here.

Many thanks to Sarah Priestley, Stephen Allen and Chris Cooper for their questions for Mike.

The academic mentioned by Mike (around the 42:00 mark), who has collaborated with Martin Bygate, is Virginia Samuda.

And the two pieces we mention by Roger Gilabert are:

• Malicka, A., Gilabert, R. & Norris, J. (2017). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research 23 (1)
• Gilabert, R. & Castellví, J. (2019). Task and syllabus design for morphologically complex languages. In J. Schwieter & A. Benati (Eds). The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press.

Mike’s notes and SLA ’11’

TBLT recommended reading
Long, M. H. (2015). Second language acquisition and Task-Based Language Teaching. Oxford: Wiley Blackwell.
Long, M. H. (2016). In defense of tasks and TBLT: Non-issues and real issues. Annual Review of Applied Linguistics 36, 5-33.
Bygate, M. (ed.). Domains and directions in the development of TBLT. A decade of plenaries from the international conference. Amsterdam: John Benjamins, 2016.
Long, M. H., Lee, J., & Hillman, K. (2019). Task-based language learning. In Malovrh, P., & Benati, A. (eds.), Cambridge handbook of language learning (pp. 500-527). Cambridge: Cambridge University Press.

ISLA studies of implicit learning
Kang, E. Y., Sok, S., & Han, Z-H. (2018). Thirty-five years of ISLA on form-focused instruction: A meta-analysis. Language Teaching Research 23, 4, 428-453.

• 54 studies (1980 – 2015)
• Large effect size for instruction (g = 1.06), and also on delayed post-tests (g = .93)
• Explicit (g = 1.1) = Implicit (g = 1.38) on immediate post-tests
• Implicit (g = 1.76) > Explicit (g = .77) on delayed post-tests (!) (p < 05) [This is the usual pattern: Implicit learning is more durable]

De Vos, J. F., H. Schriefers, M.G. Nivard & K. Lemhofer (2018). A meta-analysis and meta- regression of incidental second language word learning from spoken input. Language Learning 68, 4, 906-941.

Libertarian education
Godwin, W. (1793). An enquiry concerning political justice and its influence upon modern morals and manners. London: G. G. and J. Robinson.
Godwin, W. (n.d.) Education. In Marshall, P. (ed.), The anarchist writings of William Godwin (pp. 140-157). London: Freedom Press, 1986.
Smith, M. P., The libertarians and education. London: George Allen and Unwin, 1983.
Suissa, J.: Anarchism and education. A Philosophical perspective. London: Routledge.

Mike’s SLA ’11’: Line-up and recommended reading:
Formation: 4-2-1-3

Forwards:
Rebuschat, P. (ed.), Implicit and explicit learning of languages. Amsterdam: John Benjamins, 2015.
Rebuschat, P., & Williams, J. N. (Eds.), Statistical learning and language acquisition. Boston: Walter de Gruyter.
Stefano Rastelli: Discontinuity in SLA. The switch between statistical and grammatical learning. Multilingual Matters, 2014.
Stefano Rastelli: The discontinuity model: Statistical and grammatical learning in adult second-language acquisition. Language Acquisition 26, 4, 387-415. DOI: 10.1080/10489223.2019.1571594
Granena, G., Jackson, D., & Yilmaz, Y. (Eds.): Cognitive individual differences in second language processing and acquisition. Amsterdam: John Benjamins, 2016.

Midfield:
Aline Godfroid: Numerous articles in first-tier journals
Peter Robinson & Nick Ellis (Eds.): Handbook of cognitive linguistics and second language acquisition. New York: Routledge, 2008.
Ellis, N. C., & Wulff, S. (2019). Cognitive approaches to second language acquisition. In (Schwieter, J. W., & Benati, A. (Eds.), The Cambridge handbook of language learning (pp. 41- 610). Cambridge: CUP.
Alison Mackey: Input, interaction, and corrective feedback in L2 learning. Oxford: OUP, 2012, and numerous articles in first-tier journals.

Back four:
Manfred Pienemann, & Jorg-U. Kessler (Eds.): Studying Processability Theory. Amsterdam: John Benjamins, 2011.
O’Grady, W.: Syntactic Carpentry. An emergentist approach to syntax. Mahwah, NJ: Erlbaum, 2005.
Andrea Revesz: Numerous articles in first-tier journals
Manne Bylund: Numerous articles in first-tier journal

Goalie:
Kenneth Hyltenstam: Numerous books and articles

Coach:  Sue Gass: Numerous books and articles

Referee: Jurgen Meisel: First and second language acquisition. Parallels and differences. Cambridge: CUP, 2011.

VAR: Kevin Gregg: Numerous articles and chapters