Credit Card Payment 
Available
for the Entire Online Seminar Official Auditors!
(See the details below.)
The Pre sign-up (or course registration for those who are taking this seminar for credit) is required for anybody attending the public session on Saturday, May 14 from 10:00 to 13:00 (JST). The sign-up process must be completed through “Distinguished Lecturer Series Seminar Sign-Up form” that is available on TUJ Grad Ed website. The sign-up deadline is Friday, May 13 at 12:00. The public Session Zoom link will be provided to those people who completed the online sign-up (or course registration) process by 18:00 on Friday, May 13. Remaining Sessions after the public session are scheduled for May 15, 21 and 22 (10:00-13:00 JST) and require a fee of 13,000 yen for the guest auditors.
For those of you who wish to audit the entire DLS
online seminar as an official auditor, we accept
payment of your auditing fee (￥13,000, non-refundable)
by credit card or
by bank transfer. Even if you sign-up for the
entire seminar through "Seminar Sign-Up Form",
you will be required to confirm your intention
to stay for the remaining sessions by email after
the public session. The payment instructions
will be provided in a separate email after the
public session.
Research investigating task-based language teaching (TBLT) has grown during the past few decades, with findings demonstrating the efficacy of this pedagogical framework for second language (L2) learning and development (e.g. see Chong & Reinders, 2020; Keck et al., 2006; Mackey & Goo, 2007 for reviews). Grounded in the interaction approach to SLA (Mackey, 2020), which posits that language learning occurs during conversational interaction through negotiation for meaning, corrective feedback, and opportunities for noticing and modified output production, TBLT can provide learners with an ideal psycholinguistic environment facilitative of L2 learning.
Beginning with an overview of the theoretical foundations of TBLT, this seminar will introduce participants to various practical and empirical issues in task-based learning and teaching, including key components of task-based program design. Research findings on task features, including complexity and sequencing, and how these might be applied to the L2 classroom, will also be discussed. This seminar will then explore the role of technology in task-based contexts, including the affordances offered by different modalities, and the practical classroom considerations associated with the implementation of technology-mediated tasks. Next, participants will be guided through a hands-on workshop to adapt and create task-based materials for teaching or assessing student development and performance. Directions for future research will also be addressed.
Read the full seminar description »
