Speaker
Abstract section 1: Relevance
Adopting humanistic teaching materials and tasks has positive effects on L2 learning, especially vocabulary and grammar acquisition and speaking skills, because a key factor in L2 learning is affect (Schumann, 1999; Farrell, 2018; White, 2018; Tomlinson & Masuhara, 2021). L2 research shows that humanistic interactional materials and tasks motivate learners to experience enjoyment, achievable challenge, and intrinsic interest, encourage them to invest in L2 learning both intellectually and emotionally, and improve their interactional skills and self-efficacy (Onoda, 2022; Tomlinson, 2023).
Abstract section 2: Contribution/research questions
I will present humanistic interactional tasks I created, including authentic problem-solving, analyzing academic articles advocating effective vocabulary teaching techniques, and small talk along with relevant scaffolding techniques. These are designed to mimic authentic situations by focusing on meaning, allowing learners to use language naturally and contextually. I will review each task and discuss its contribution to improving learners’ interactional skills along with affective aspects of language learning and conclude by reviewing learner-reported positive effects.
Abstract section 3: Content/method
I will demonstrate a number of humanistic interactional tasks and show how learners respond to them. If time permits, a video depicting learners’ interactions with their peers and the teacher will be shown to give the audience a feel for the benefits of using humanistic tasks.
Abstract section 4: Outcomes/results
I will demonstrate a number of humanistic interactional tasks and show how learners respond to them. If time permits, a video depicting learners’ interactions with their peers and the teacher will be shown to give the audience a feel for the benefits of using humanistic tasks. The audience will walk away with practical ideas for using humanistic tasks and a good understanding of the effects of such tasks on L2 learning.
Abstract section 5: References
Farrell, T. S. C. (2018). In J. D. Martínez Agudo (Ed.). Emotions in second language teaching: Theory, research, and teacher education (p. vii). Springer.
Onoda, S. (2022). Enhancing creative thinking, critical thinking, and interactional skills through problem-solving group projects among undergraduate English majors in Japan. Language, Linguistics, and Literature: The Southeast Asian Journal of English Language Studies, 28(2), 1-17. http://doi.org/10.17576/3L-2022-2802-01
Schumann, J. A. (1999). A neurobiological perspective on affect. In J. Arnold (Ed.), Affect in language learning. Cambridge University Press.
Tomlinson, B. (2023). Developing materials for language teaching. Cambridge University Press.
Tomlinson, B., & Masuhara, H. (2010). SLA applied: Connecting theory and practice. Cambridge University Press.
White, C. J. (2018). The emotional turn in applied linguistics and TESOL: Significance, challenges, and prospects. In J. D. Martínez Agudo (Ed.), Emotions in second language teaching: Theory, research, and teacher education (pp. 19–34). Springer.
| Title | Adopting Humanistic Tasks to Enhance L2 Learning Engagement |
|---|---|
| Teaching Context | College and university education |