Task-Based Instruction for Teaching Russian as a Foreign Language

Task-Based Instruction for Teaching Russian as a Foreign Language provides insights into effective research-based instructional practices for teaching Russian through task-based language teaching (TBLT). It explores the nature and role of tasks, authenticity, instructor roles, teaching culture, complex morphology, collaboration, and technology-mediated tasks. The book is valuable for teachers of Russian and researchers in Russian language acquisition, pedagogy, and Slavic applied linguistics.

Format: Paperback / softback
Length: 248 pages
Publication date: 10 March 2022
Publisher: Taylor & Francis Ltd

Task-Based Instruction for Teaching Russian as a Foreign Language is a comprehensive resource that delves into the latest advancements in task-based language teaching (TBLT). It showcases effective research-based instructional practices that employ TBLT to effectively teach Russian. This extensive volume expands the understanding of tasks' role in course development, authenticity in task design, the instructor's role in TBLT, teaching culture through TBLT, the intersection of complex morphology and explicit grammar instruction with task-based approaches, collaborative interaction within TBLT, and technology-mediated tasks.

The resource specifically addresses the unique challenges and factors that arise when applying TBLT to the instruction of Russian, as well as other morphologically rich languages. This edited volume is of interest to teachers of Russian and researchers in Russian language acquisition, language pedagogy, and Slavic applied linguistics.

The book begins by providing an overview of TBLT, its principles, and benefits. It then explores the role of tasks in language learning, including their importance in promoting language acquisition, developing language skills, and fostering learner autonomy. The authors discuss various types of tasks used in TBLT, such as communicative, cognitive, and problem-solving tasks, and provide examples of how they can be designed to meet the specific needs of Russian learners.

One of the key strengths of Task-Based Instruction for Teaching Russian as a Foreign Language is its emphasis on authenticity in task design. The authors argue that tasks should be designed to reflect real-life situations and tasks that learners would encounter in their daily lives. This approach helps to make language learning more engaging and meaningful, as learners are more likely to be motivated to engage with tasks that are relevant to their needs and interests.

The book also explores the role of the instructor in TBLT. The authors emphasize the importance of the instructor as a facilitator and guide, rather than a source of knowledge. The instructor's role is to create a supportive and interactive learning environment that encourages learners to engage with the tasks and participate in the learning process. The authors provide practical strategies for instructors to use in TBLT, such as scaffolding, modeling, and feedback, to support learners' language development.

Teaching culture through TBLT is another important aspect of the book. The authors argue that language learning is not just about acquiring grammar and vocabulary, but also about understanding and appreciating the culture of the language being learned. Tasks can be designed to incorporate cultural elements, such as cultural references, idioms, and traditions, to help learners develop a deeper understanding of the Russian language and culture.

The intersection of complex morphology and explicit grammar instruction with task-based approaches is also explored in the book. The authors argue that complex morphology, such as verb tenses and sentence structures, can be effectively taught through task-based approaches. They provide examples of how tasks can be designed to incorporate grammar instruction, such as providing corrective
completion exercises or eliciting grammatical errors.

Collaborative interaction within TBLT is another key aspect of the book. The authors argue that collaborative interaction is essential for language learning and that tasks can be designed to promote collaborative learning. They provide examples of how tasks can be designed to promote collaborative interaction, such as pair work, small group work, and peer feedback.

Finally, the book discusses technology-mediated tasks, which are becoming increasingly popular in language learning. The authors argue that technology can be used to enhance task-based learning by providing access to a wide range of resources and tools. They provide examples of how technology can be used to support task-based learning, such as online dictionaries, language exchange platforms, and video conferencing tools.

Task-Based Instruction for Teaching Russian as a Foreign Language is a valuable resource for teachers of Russian as well as researchers in Russian language acquisition, language pedagogy, and Slavic applied linguistics. It provides a comprehensive and up-to-date overview of the latest developments in TBLT and highlights effective research-based instructional practices that can be used to teach Russian effectively. The book's emphasis on authenticity, collaboration, and technology-mediated tasks makes it an essential resource for anyone interested in improving their teaching skills and advancing their knowledge of Russian language acquisition.

Weight: 392g
Dimension: 153 x 233 x 20 (mm)
ISBN-13: 9780367704438