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.
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.
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:
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.
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.
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
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