Individual difference (ID) variables refer to personal characteristics, traits, and dispositions that make individual learners unique, that cause variation among L2 learners, and that are postulated to have a direct or indirect impact on L2 learning outcomes. Recent years have witnessed increasing studies exploring the relationships between ID factors and task-based performance and their theoretical and methodological implications for TBLT pedagogy and L2 classroom practice. This symposium sets out to discuss the roles of key ID variables in affecting task performance under different task conditions and their implications for task-based instruction and pedagogy. The ID factors are broadly divided into cognitive and affective factors, in line with the current mainstream SLA literature (Skehan, 1998; Dörnyei, 2005; Ellis & Shintani, 2012). Special attention will be given to language aptitude and working memory in the cognitive domain and motivation and anxiety in the affective domain, due to their confirmed importance in task-based learning and teaching. Each individual difference factor will be conceptualized, operationalized, followed by a discussion of their specific roles in task-based performance (as measured by the established framework of the complexity, accuracy, fluency and lexis, i.e. CAFL; Skehan, 2014). Theoretical and methodological implications will be discussed as well.
Individual difference (ID) variables refer to personal characteristics, traits, and dispositions that make individual learners unique, that cause variation among L2 learners, and that are postulated to have a direct or indirect impact on L2 learning outcomes. Recent years have witnessed increasing studies exploring the relationships between ID factors and task-based performance and their theoretical and methodological implications for TBLT pedagogy and L2 classroom practice. This symposium sets out to discuss the roles of key ID variables in affecting task performance under different task conditions and their implications for task-based instruction and pedagogy. The ID factors are broadly divided into cognitive and affective factors, in line with the current mainstream SLA literature (Skehan, 1998; Dörnyei, 2005; Ellis & Shintani, 2012). Special attention will be given to language aptitude and working memory in the cognitive domain and motivation and anxiety in the affective domain, due to their confirmed importance in task-based learning and teaching. Each individual difference factor will be conceptualized, operationalized, followed by a discussion of their specific roles in task-based performance (as measured by the established framework of the complexity, accuracy, fluency and lexis, i.e. CAFL; Skehan, 2014). Theoretical and methodological implications will be discussed as well.
Oral Interaction in the EFL Classroom: Effects of Instructional Focus and Task Type on self-confidence, enjoyment and willingness to communicateLongitudinal effects of phonological short-term memory and working memory capacity on L2 grammar competenceIndividual Differences of Korean Learners in Task-based Speaking ActivitiesThe role of Language Aptitude and Timing of Form-Focused Inst ... Room 1 AILA 2021 aila2021@gcb.nl
Eline Van Batenburg
Adriana Biedron
Ji-Young Jung
Joowon Suh
Daniel Márquez
Marrit Van Guchte
Eline Van Batenburg
Daphne Van Weijen
María Dolores Mellado Martínez
Miroslaw Pawlak
Adriana BiedronTechnical Issues?
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