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In:Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 10–49

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Chapter 1
Individual differences and task-based language teaching

Theory, research, and practice

 | The Hong Kong Polytechnic University
Published online: 6 June 2024
DOI logo with link
https://doi.org/10.1075/tblt.16.01lis
Abstract
This chapter provides an in-depth discussion of the theory, research, and practice of individual difference (ID) factors in task-based language teaching (TBLT). It starts with an overview of the scope and taxonomy of IDs in second language learning, followed by a discussion of the theoretical models that provide insights into IDs’ roles in TBLT. It then introduces an organizing framework covering: (a) the nature of task IDs, (b) the utility of implicit IDs in TBLT, (c) the dynamicity of task IDs, (d) the expanded scope of task IDs, and (e) the importance of research on ID-treatment interaction. Subsequently, the chapter shifts its focus to the research on IDs in TBLT, including methods, perspectives, and empirical evidence on major ID factors – emotions (anxiety and enjoyment), language aptitude, motivation, and working memory. Based on the research findings, recommendations are made on ways to apply research findings to pedagogy from five perspectives: changing ID propensities, adapting instruction to mitigate or cancel ID effects, matching ID profile and instruction type, using hybrid instruction, and providing choice. The chapter concludes by providing an overview of the significance and contributions of this volume and highlighting prominent findings of the included chapters.
Article outline
  • Introduction
  • Theorizing and conceptualizing IDs in TBLT
    • Theoretical models
    • A framework for IDs and TBLT
      • Task IDs
      • Implicit IDs
      • Dynamicity of IDs
      • Expanded scope
      • ID-treatment interaction
  • Research on IDs in TBLT
    • ID research as construct validation
    • Research strands and perspectives
    • Research on major IDs
      • Anxiety and enjoyment
      • Language aptitude
      • Motivation
      • Working memory
      • Summary
    • From research to practice
      • Identify and change ID propensities
      • Adapt instruction to mitigate or cancel ID effects
      • Match ID profile and instruction type
      • Use hybrid instruction
      • Provide choice
  • This volume
  • References
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