Freedom, constraints and creativity in language learning tasks: new task features

Tin, Tan Bee

doi:10.1080/17501229.2011.628024

Cited by 18 publications

(21 citation statements)

References 16 publications

(21 reference statements)

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“…This paper represents an attempt to remedy that gap. To this end, we have described several ways in which humor and language play might be used to counter particular fictions about language and communication, while simultaneously serving to develop learners' metalinguistic awareness and communicative/interpretive repertoires (for additional ideas and examples see Gardner, 2008;Lucas, 2005;Tocalli--Beller & Swain, 2007;Tin, 2012Tin, , 2013. Humor and language play provide ample opportunities to illustrate the variability, dynamism, dialogism, and situatedness that scholars emphasize in their accounts of language.…”

Section: Conclusion: Humor and Postmodernist Language Teachingmentioning

confidence: 99%

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Balboni

2022

E-JournALL

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Section: Conclusion: Humor and Postmodernist Language Teachingmentioning

confidence: 99%

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Balboni

2022

E-JournALL

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“…Guerrettaz and Johnston (2013) found that the textbook prompted most talk in an ESL classroom (i.e., 83% of turns-at-talk). Furthermore, different materials seem to encourage qualitatively and quantitatively different types of interaction (Kim & Kellogg, 2007; Tin, 2012). However, few studies have undertaken an in-depth examination of materials in relation to classroom interaction (cf.…”

Section: Materials Use In Relation To Classroom Interactionmentioning

confidence: 99%

Materials use in language classrooms: A research agenda

Guerrettaz

Mathieu²,

Lee³

et al. 2022

Lang. Teach.

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How language learners and teachers actually use pedagogical materials in classrooms is a ‘groundbreaking’ subject of applied linguistics inquiry (Tarone, 2014, p. 653), referred to in this research agenda article as materials use. We begin with a theoretically-oriented overview of language education scholarship on pedagogical materials (henceforth materials). Then, we focus on seven qualitative research tasks across three thematic areas, namely materials use and: (A) language pedagogy, (B) classroom interaction, and (C) language diversity, culture, and power. The first section on pedagogy outlines research tasks on: (1) the roles of materials in classrooms, (2) the influences of materials on practicing educators’ expertise, and (3) how language teacher education programmes address materials use. The second section on classroom interaction proposes inquiry into: (4) polysemiotic patterns of materials-in-interaction, and (5) the expected and unexpected outcomes of materials regarding students’ target language use. The third section focuses on: (6) teachers’ and learners’ responses to diverse linguistic varieties and cultures represented in materials, and (7) instructional materials used in language policy and planning endeavours. Throughout this article we reference interdisciplinary connections to curriculum studies, cultural studies, sociology, and materials scholarship in general education. The seven research tasks are critical next steps for understanding materials use – a vast new field that promises to advance language education practice and theory.

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“…Furthermore, meaningless activities such as memorization, repeating uncontextualized grammar and vocabulary drills are unlikely to promote learning. Also, language learning tasks that are based on known meaning result in the absence of desire to explore complex language (Tin, 2011). That is why, teachers should help students communicate original ideas that are worth sharing.…”

Section: Providing Meaningful Learningmentioning

confidence: 99%

The need to engage students’ creative thinking in language learning classes

Smare¹

2022

TTS

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There is a growing body of literature that emphasizes the significance of creative thinking in the globalized and interconnected world of 21st century. Developing the ability to think creatively helps enrich our lives, achieve success and have a prosperous society. Therefore, the development of the skill should be a fundamental part of education throughout all levels and across all subjects. Language education is no exception. Language learning classes that encourage creative thinking help learners develop not only intellectually but also emotionally and socially. The main purpose of this paper is to present the implications of engaging students’ creative thinking in language learning classes with reference to English language. We discuss a new perspective about the process of language learning and focus on how engaging students’ creative thinking can make learning other languages meaningful, enriching and engaging.

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Freedom, constraints and creativity in language learning tasks: new task features

Cited by 18 publications

References 16 publications

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Materials use in language classrooms: A research agenda

The need to engage students’ creative thinking in language learning classes

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