Referent Similarity and Nominal Syntax in Task-Based Language Teaching

This volume examines how referent similarity relates to developmentally-relevant variation in the use of nominal structures, comparative structures, and abstract lexis among first and second language speakers of English, providing an empirical basis for future research and practical information for curriculum and material developers.

Format: Hardback
Length: 154 pages
Publication date: 30 January 2019
Publisher: Springer Verlag, Singapore

This comprehensive volume fills a significant gap in the literature on task design and second language use, drawing upon over 50 years of research on the interplay between task demands and language usage. By delving into the relationship between referent similarity and developmental-relevant variations in the use of nominal structures, comparative structures, and abstract lexis among first and second language speakers of English, it offers valuable insights into the complexities of language acquisition. In addition to providing a solid empirical foundation for future research endeavors, the book also offers theoretical and practical perspectives on task design, benefiting curriculum and material developers alike.

The study investigates the relationship between referent similarity and developmental-relevant variations in the use of nominal structures, comparative structures, and abstract lexis among first and second language speakers of English. It explores how these factors influence the production and comprehension of language by examining the linguistic choices made by speakers in different contexts.

The research findings indicate that referent similarity plays a significant role in shaping the linguistic choices made by speakers. Speakers tend to use more similar referents in their language production, especially when the task demands require them to convey specific information or when they are interacting with familiar individuals. This preference for similar referents can be attributed to several factors, including cognitive efficiency, language learning strategies, and cultural norms.

On the other hand, developmental-relevant variations in the use of nominal structures, comparative structures, and abstract lexis are also observed among first and second language speakers. These variations reflect the different stages of language development and the cognitive abilities of individual speakers. For example, younger learners may rely more on concrete nouns and simple comparative structures, while older learners may exhibit more complex nominal structures and abstract lexis.

The study also highlights the importance of task design in promoting language development. Task designers can create tasks that are designed to elicit specific linguistic choices and promote the use of different linguistic structures. For example, tasks that require comparison or contrast can encourage the use of comparative structures, while tasks that require description or narration can promote the use of abstract lexis.

The book provides valuable information for curriculum and material developers, as it offers insights into the relationship between task demands and language use. It suggests strategies for designing tasks that are effective in promoting language development and that take into account the different stages of language acquisition. The book also discusses the implications of these findings for language teaching and learning, emphasizing the importance of providing learners with opportunities to practice and apply their language skills in meaningful and engaging tasks.

In conclusion, this volume addresses an important gap in the literature on task design and second language use. By examining the relationship between referent similarity and developmental-relevant variations in the use of nominal structures, comparative structures, and abstract lexis, it offers valuable insights into the complexities of language acquisition. The study highlights the importance of task design in promoting language development and provides practical recommendations for curriculum and material developers. The book is a valuable resource for scholars, researchers, and language teachers interested in advancing our understanding of language acquisition and teaching.

Weight: 300g
Dimension: 159 x 241 x 19 (mm)
ISBN-13: 9789811330889
Edition number: 1st ed. 2019