T

Programme

Tasks for Real

Sixth International Conference on

Task-Based Language Teaching

Wednesday, September 16 Wednesday, September 168.30 welcome-coffee and registration9.30-10.45

Kris Van den Branden: Tasks for real! Hold on, how real is ‘real’? (Parthenonzaal, MSI 03.18)

00.08 02.28 01.28 00.14 01.12 03.12 01.08 01.1611-11.25 Boers & Thai:

Adding time pressure to task repetition: What is it good for? (EVA)

Hidalgo Gordo & Lazaro: Does task repetition influence young learners interaction in a CLIL context? (INT)

Boderé & Jaspaert: TBLT and learning by overhearing in kindergar-ten (INT)

Houben: A role-based customized approach for beginners in Dutch language classes (LEAR)

11-11.25 Oliver & Grote: Task-Based Needs Analysis: Accessing Insider Perspectives of the Workplace and Cultural Domains (NEED)

Revesz, Kourtali & Mazgutova: The effects of task complexity on L2 writing processes, behaviours, and outcomes (DES)

García Mayo & Imaz Agirre: Task repetition and negotia-tion strategies in EFL child interaction (DES)

Rucynski: Humor-Based Classroom Tasks for Fostering Students’ Real-World Cross-Cultural Communicative Competence (REAL)

11.30-11.55

Song & Lee: EFL teachers’ and teacher-trainers’ perceptions of Task-Based Language Teaching in South Korea (EVA)

Mochizuki: A case study of PhD students’ genre learning from gi-ving and receiving oral feedback (INT)

Peters et al.: The effect of naturalistic language le-arning on learners’ English and French vocabulary size and attitudes (NAT)

Zalbidea: ‘One Size Does Not Fit All’: Task Complexity, Moda-lity, and Working Memory in L2 Performance (LEAR)

11.30-11.55

Greyling & Adendorff: A needs analysis to design a LSP course for Afrikaans second language student teachers (NEED)

Clifford: A case for authenticity in EAP assessment: subject specialists’ views (ASS)

Stroud: Planning and Group Discussion Task Performance (DES)

Tode: Adaptive imitations in task experience and developmental trajectories: A multiple-case study (REAL)

12-12.25 Newton, Binti Norany & Bin Osman: ‘Taskifying’ and ‘de-tasking’ textbook activities: Teacher decision-making in Malaysian primary school ESL classes (REAL)

Imaz Agirre & García Mayo: Task repetition effects on child EFL learners’ question development (INT)

Mackey et al.: The relationships amongst working memory, cognitive creativity and second language production during communicative tasks (LEAR)

12-12.25 Bryfonski: Task based needs analysis for a Honduran bilingual school vocational program (NEED)

van Batenburg et al.: Using professional, interactive speech tasks to measure pre-vocatio-nal learners’ L2 communicative ability (ASS)

Fukunaga & Otani: Design and analysis of a Japanese intensive camp for Thai secondary school JFL students (DES)

12.30-14 Lunch 12.30-14 Lunch

14-16 Long & Norris: An international collaborative research network (CRN) on task complexity (MSI 00.08)

Van Gorp & Jordens: Tasks and translanguaging: real meaning-making practices? (MSI 00.14)

14-16De Graaff: CLIL as Task for Real: Tasks for real in CLIL

(MSI 00.20)Lambert: Affective Factors in Second Language Task Design and

Performance (MSI 00.28)

16-16.30 Coffee 16-16.30 Coffee00.08 02.28 01.28 00.14 01.12 03.12 01.08 01.16

16.30-16.55 Schiepers & Van Nuffel: From

interesting news to tasks for real: an online platform for learners of Dutch (TECH)

Thurman, Horii & González-Lloret: Blending Technology and

TBLT: The Otaru University of Commerce Blended Learning

Project (TECH)

Stiefenhöfer: Promoting Language and Digital Literacy: Collaborative

Writing of Wikis in a German EFL Classroom

(REAL)

Stevens: The impact of social media on foreign language

learners in a real-life learning environment learning (TECH)

16.30-16.55 Baralt: Successful tasks for

successful black language learners (TECH)

Henderson: What’s the problem, officer? Law

enforcement tasks for Spanish (REAL)

Winke: Three Group Oral Placement Test Tasks: Two that Worked, One that Didn’t, and

Why (ASS)

Gonzalez & Díaz Maggioli: An ESP Speaking Task at University Level in

Argentina (REAL)

Rassart & Masuy: Action and emotions in real life : two ways to engage in French learning

(INT)

Pipes: Task-based English Instruction for Refugees in

Turkey: Why, What, and How (REAL)

17-17.25 McAllister: Qualitative and quantitative evaluation of task-based instruction in a French university (EVA)

García Mayo & Zeitler: Lexical LREs in a collaborative writing task: Pair vs. small group work(INT)

Trevisol: TBLT in a sixth grade classroom: tasks for oral practice in the Nor-theast of Brazil (TECH)

Wang: Bridging Creativity and Tasks: Dissecting the Effect of Creative Communicative Tasks on English Learning (IMPL)

17-17.25 McKay: A task-based needs analysis in Bangladesh: Issues and insights for the South Asian context (NEED)

Härmälä & Hildén: Comparing monologue and dialogic tasks as indicators of speaking in a large scale assessment context (ASS)

Hillman: Task-based needs analysis and materials de-velopment for US Foreign Service Officers (DES)

Loman: Implementing TBLT-prin-ciples by coaches from inside the school: impact on teacher percepti-ons and behaviour (TEA)

17.30-17.55

Drijkoningen: L2-teachers as learners: their thinking and doing (TEA)

Alavi & Pourhaji Rokni: Identifica-tion and Distribution of Interactio-nal Contexts in EFL Classes: the Effect of Two Contextual Factors(INT)

Ferrraz D Ely & Da Silva: Task elaboration and its impact on an MA student’s ES/FL mental representations (TECH)

Xiao-Desai: Individual Differen-ces, Writing Engagement, and Task Complexity in Chinese Online Writing Tasks (LEAR)

17.30-17.55

Cychosz et al.: Aiming for a hidden target: Needs analysis and target tasks in a Spanish FL program (NEED)

Loumbourdi: The perception of self and others through using self- / peer-assessment in Task-based teaching (ASS)

Pino: Engagement in learning activities: A pio-neer model for (language) teachers (DES)

Frijns & Jaspaert: A cage for the secret rabbit. Do task-based kin-dergarten practices boost second language acquisition? (REAL)

19-20 Guided City Walk 19-20 Guided City Walk20-21 Welcome Drink 20-21 Welcome Drink

Wednesday, September 16 Wednesday, September 168.30 welcome-coffee and registration9.30-10.45

Kris Van den Branden: Tasks for real! Hold on, how real is ‘real’? (Parthenonzaal, MSI 03.18)

00.08 02.28 01.28 00.14 01.12 03.12 01.08 01.1611-11.25 Boers & Thai:

Adding time pressure to task repetition: What is it good for? (EVA)

Hidalgo Gordo & Lazaro: Does task repetition influence young learners interaction in a CLIL context? (INT)

Boderé & Jaspaert: TBLT and learning by overhearing in kindergar-ten (INT)

Houben: A role-based customized approach for beginners in Dutch language classes (LEAR)

11-11.25 Oliver & Grote: Task-Based Needs Analysis: Accessing Insider Perspectives of the Workplace and Cultural Domains (NEED)

Revesz, Kourtali & Mazgutova: The effects of task complexity on L2 writing processes, behaviours, and outcomes (DES)

García Mayo & Imaz Agirre: Task repetition and negotia-tion strategies in EFL child interaction (DES)

Rucynski: Humor-Based Classroom Tasks for Fostering Students’ Real-World Cross-Cultural Communicative Competence (REAL)

11.30-11.55

Song & Lee: EFL teachers’ and teacher-trainers’ perceptions of Task-Based Language Teaching in South Korea (EVA)

Mochizuki: A case study of PhD students’ genre learning from gi-ving and receiving oral feedback (INT)

Peters et al.: The effect of naturalistic language le-arning on learners’ English and French vocabulary size and attitudes (NAT)

Zalbidea: ‘One Size Does Not Fit All’: Task Complexity, Moda-lity, and Working Memory in L2 Performance (LEAR)

11.30-11.55

Greyling & Adendorff: A needs analysis to design a LSP course for Afrikaans second language student teachers (NEED)

Clifford: A case for authenticity in EAP assessment: subject specialists’ views (ASS)

Stroud: Planning and Group Discussion Task Performance (DES)

Tode: Adaptive imitations in task experience and developmental trajectories: A multiple-case study (REAL)

12-12.25 Newton, Binti Norany & Bin Osman: ‘Taskifying’ and ‘de-tasking’ textbook activities: Teacher decision-making in Malaysian primary school ESL classes (REAL)

Imaz Agirre & García Mayo: Task repetition effects on child EFL learners’ question development (INT)

Mackey et al.: The relationships amongst working memory, cognitive creativity and second language production during communicative tasks (LEAR)

12-12.25 Bryfonski: Task based needs analysis for a Honduran bilingual school vocational program (NEED)

van Batenburg et al.: Using professional, interactive speech tasks to measure pre-vocatio-nal learners’ L2 communicative ability (ASS)

Fukunaga & Otani: Design and analysis of a Japanese intensive camp for Thai secondary school JFL students (DES)

12.30-14 Lunch 12.30-14 Lunch

14-16 Long & Norris: An international collaborative research network (CRN) on task complexity (MSI 00.08)

Van Gorp & Jordens: Tasks and translanguaging: real meaning-making practices? (MSI 00.14)

14-16De Graaff: CLIL as Task for Real: Tasks for real in CLIL

(MSI 00.20)Lambert: Affective Factors in Second Language Task Design and

Performance (MSI 00.28)

16-16.30 Coffee 16-16.30 Coffee00.08 02.28 01.28 00.14 01.12 03.12 01.08 01.16

16.30-16.55 Schiepers & Van Nuffel: From

interesting news to tasks for real: an online platform for learners of Dutch (TECH)

Thurman, Horii & González-Lloret: Blending Technology and

TBLT: The Otaru University of Commerce Blended Learning

Project (TECH)

Stiefenhöfer: Promoting Language and Digital Literacy: Collaborative

Writing of Wikis in a German EFL Classroom

(REAL)

Stevens: The impact of social media on foreign language

learners in a real-life learning environment learning (TECH)

16.30-16.55 Baralt: Successful tasks for

successful black language learners (TECH)

Henderson: What’s the problem, officer? Law

enforcement tasks for Spanish (REAL)

Winke: Three Group Oral Placement Test Tasks: Two that Worked, One that Didn’t, and

Why (ASS)

Gonzalez & Díaz Maggioli: An ESP Speaking Task at University Level in

Argentina (REAL)

Rassart & Masuy: Action and emotions in real life : two ways to engage in French learning

(INT)

Pipes: Task-based English Instruction for Refugees in

Turkey: Why, What, and How (REAL)

17-17.25 McAllister: Qualitative and quantitative evaluation of task-based instruction in a French university (EVA)

García Mayo & Zeitler: Lexical LREs in a collaborative writing task: Pair vs. small group work(INT)

Trevisol: TBLT in a sixth grade classroom: tasks for oral practice in the Nor-theast of Brazil (TECH)

Wang: Bridging Creativity and Tasks: Dissecting the Effect of Creative Communicative Tasks on English Learning (IMPL)

17-17.25 McKay: A task-based needs analysis in Bangladesh: Issues and insights for the South Asian context (NEED)

Härmälä & Hildén: Comparing monologue and dialogic tasks as indicators of speaking in a large scale assessment context (ASS)

Hillman: Task-based needs analysis and materials de-velopment for US Foreign Service Officers (DES)

Loman: Implementing TBLT-prin-ciples by coaches from inside the school: impact on teacher percepti-ons and behaviour (TEA)

17.30-17.55

Drijkoningen: L2-teachers as learners: their thinking and doing (TEA)

Alavi & Pourhaji Rokni: Identifica-tion and Distribution of Interactio-nal Contexts in EFL Classes: the Effect of Two Contextual Factors(INT)

Ferrraz D Ely & Da Silva: Task elaboration and its impact on an MA student’s ES/FL mental representations (TECH)

Xiao-Desai: Individual Differen-ces, Writing Engagement, and Task Complexity in Chinese Online Writing Tasks (LEAR)

17.30-17.55

Cychosz et al.: Aiming for a hidden target: Needs analysis and target tasks in a Spanish FL program (NEED)

Loumbourdi: The perception of self and others through using self- / peer-assessment in Task-based teaching (ASS)

Pino: Engagement in learning activities: A pio-neer model for (language) teachers (DES)

Frijns & Jaspaert: A cage for the secret rabbit. Do task-based kin-dergarten practices boost second language acquisition? (REAL)

19-20 Guided City Walk 19-20 Guided City Walk20-21 Welcome Drink 20-21 Welcome Drink

Thursday, September 17 Thursday, September 179-10 Geoff Petty: An Evidence-Based approach to improve Task Based Language Teaching (Parthenonzaal, MSI 03.18)10-10.30 Coffee10.30-11.25

Krekeler: Task-based assessment in practice (ASS) (MSI 01.20)

Samuda: The Design of Everyday Tasks (DES) (MSI 01.23)

Willis: Designing a task sequence: from priming

activities to target tasks and their implementation (REAL)

(MSI 02.23)

Baralt: How to focus on meaning in pre-task phase (IMPL) (MSI 02.15)

10.30-11.25

Reinders, Van den Berg & Luyten: Task-based language assessment in the real world (ASS) (MSI 01.16)

Foster: Creating authentic spea-king tasks for French language learners using native speaker

naturalistic interactions (NAT) (MSI 03.09)

Torfs: Teaching the teacher: a TBLT-approach to teacher training

(TEA) (MSI 03.12)

00.08 02.28 01.28 00.14 01.12 01.16 01.08 03.1211.30-11.55

Yoshikawa: Conversation deve-lopment strategies: Replacing the textbook with art (IMPL)

Vandommele, Van den Branden & Van Gorp: Tasks, Teachers and Task-based Principles in the actual Language Classroom (REAL)

Newton: The evolving percep-tions and practices of TBLT by ESL teachers through in-ser-vice professional development (TEA)

González-Lloret: Feedback, cor-rections, and repairs in real-world computer-mediated tasks (TECH)

11.30-11.55

Jacobsen: Using linguistic needs analysis to inform academic preparation practices for international graduate students in Statistics (NEED)

Ambrosio: Experiential learning in the community, implementation, evaluation, outcomes for authentic learning. (IMPL)

Lee: Task-based performance differences in foreign language writing: A corpus-based study (DES)

Nielson: Evaluating the Impact of Online Practice on Real-World Task Performance of Second Language Learners (TECH)

12-12.25 Liu: Situated TBLT in Chinese Higher Education: Feedbacks from EFL teachers (IMPL)

Van Gorp & Verheyen: What factors inhibit L2 students’ use of their home languages in a translanguaging task? (REAL)

Gràcia et al.: Rethinking initial teacher education in order to encourage language learning for real-life purposes (TEA)

Atwood & Elgort: Mining for inter-action: In-game and face-to-face ESL students’ interactions in a pedagogical information gap task (TECH)

12-12.25 Ziegler, Mackey & Parlak: Pre-task planning in L2 text-chat: Percepti-ons, performance, and individual differences (TECH)

Pena & Iwashita: Effect of Task Complexity on the Accuracy of ESL Learners’ Speaking Performance during Peer Interaction (IMPL)

Koizumi: Task modality and focus on form: Comparison of two post-tasks (DES)

Dao: Teachers’ participation in peer interaction according to groupings (TEA)

12.30-13.30

Lunch 12.30-13.30

Lunch

00.08 02.28 01.28 00.14 01.12 01.16 01.0813.30-13.55

True: English for Employment: Developing an Adaptable TBLT Curriculum (REAL)

Bowles et al.: Teacher input and task types in an authentic primary school Spanish class in the US (REAL)

Corino: ‘Heroines have no identity’. An Italian case study within a TBLT European project (TECH)

Sato, Vergara & Velancia: Contextualized practice and the development of implicit and explicit knowledge: A classroom-based experimental study (DES)

13.30-13.55

Dushku, Curry & Chiligiris: Designing IEP Oral Interview Test Tasks (ASS)

Safronova & Levkina: L2 development of past forms’ pronunciation in English through tasks (DES)

Ranta & Light: Learning to Teach with Tasks: Insights from a Teacher Education Course (TEA)

14-14.25 Sato: Implementing a TBLT curriculum in a Japanese high school through collaborative action research (IMPL)

Kos: Task-based peer interactions in mixed-age EFL secondary school classrooms (REAL)

Ziegler: Stormy seas: Insights from a task-based needs analysis of Maritime English (NEED)

Lambert: A Micro-Genetic Study of Task-Induced L2 Development: The Emergence of Complexity in L2 Descriptive Discourse (DES)

14-14.25 Son: Rater judgments of oral performance: Are independent and integrated speaking tasks perceived differently? (ASS)

Caras & Zamora: Task-based syllabus design for heritage Spanish language courses: From needs-analysis to assessment (DES)

Jackson & Cho: What do L2 teachers-in-training notice during teaching demonstration tasks? (TEA)

14.30-14.55

Bogachenko: Designing con-text-friendly tasks for foreign language classrooms in Ukraine and Russia (IMPL)

Kasch & Aus der Wieschen: TBLT and Early English in Denmark: Facing the Challenges of the New National Curriculum (REAL)

Cornillie, Van den Branden & Desmet: Effectiveness of mi-ni-games for the development of L2 grammar knowledge: towards meaningful practice activities (TECH)

Tavakoli: Development of language proficiency through task-based instruction: The role of task type and Task content (DES)

14.30-14.55

Kuiken & Vedder: Assessing functional adequacy of L2 writing in a task-based approach (ASS)

Mehrang: Developing Academic Writing: Can Task Structure, Task Repetition, and Feedback Help? (DES)

Rolin-Ianziti: Correction Practices in the Task-based Language Classroom (REAL)

15-15.25 Dao: ACCESS task-based interac-tion with and without the teacher’s participation in different groupings of learners (REAL)

Van der Zwaard: Task-appro-priate versus face-appropriate behaviour during interactive digital communication (TECH)

Sasayama: Investigating the relationship among task design, cognitive demands, and task perfor-mance: Insights from learners’ perspectives (DES)

15-15.25 Markina & Castellví Víves: Input and Instruction in Morphologically Complex Languages: The Case of Russian (REAL)

Neff & Rucynski: Factors influen-cing EFL learners’ reaction to language tasks (DES)

Vassilaki & Androulakis: “The ideal approach”: Pre-service teachers’ experience in a TBLT research program (TEA)

15.30-16 Coffee 15.30-16 Coffee01.20 01.23 02.23 00.14 01.12 01.16 01.08

16 -16.25

Dunn: Making Tasks Do More: Addressing Broader Educational

Aims in TBLT (REAL)

Touré & Nicolai: Designing a new task-based curriculum with job-

relevant foreign affairs performance tasks (DES)

Versteden & Decroos: How to implement TBLT in primary schools: working with school teams on a language policy

(IMPL)

Lo: Writing from multiple sources: Processes, products, and effects of

instruction (IMPL)

16-16.25 Vasylets, Manchon & Gilabert: Influence of Mode and Task Com-plexity on L2 Task-Based Perfor-mance (DES)

Hong: “A Chinese Teaching English Discussion Skills in Ja-pan?” - An Action Research (TEA)

Qi, Jun & Chiang: Focused Tas-ks and L2 Chinese Acquisition in the Classroom (REAL)

16.30-16.55

Struys & Surmont: CLIL as an authentic tool to teach content in multilingual contexts: towards a reconceptualization? (IMPL)

16.30-16.55

Bryfonski, Ma & Becker: Effects of Production Opportunities after Recasts on the Learners’ Perception of Mandarin Tones (DES)

Brandl: Training novice teachers in implementing principles of task-ba-sed instruction (TEA)

Donate: The Effects of Pre-task Planning on Learners’ Emotions and Perceptions (REAL)

17-17.25

Ozcelik: How to promote an ‘active listener’ in an ‘interactive

listening’ classroom? What works, and what doesn’t? (LEAR)

Lievens & Frijns: What do/ could new technologies mean for your TBLT

practice? (TECH)

Ambrosio & Cardinal: A workshop on experiential learning in the community,

implementation, evaluation, outcomes for authentic

learning (IMPL)

Strobbe: To what extent is TBLT embedded in the language policies of elementary schools? (IMPL)

17-17.25 Matsumura: Identifying the momenta for second language development in task-based peer interaction (DES)

Long & Gurzynski-Weiss: Teacher-initiated TBLT: A 16-week case study of design and implementation in a Spanish FL classroom (TEA)

Toth, Moranski & Gil-Berrio: The impact of L1 meta-analytic talk on L2 target-structure accuracy and use (REAL)

17.30-17.55

Trebits: Examining the dynamic interaction of pragmatic task characteristics and motivation in a study-abroad context (IMPL)

17.30-17.55

Levkina: L2 development through tasks: role of different types of input (DES)

Everitt & Mora: L2 accent imitation on the L1 as a task to improve L2 pronunciation (DES)

Berhe: Effects of task-based language teaching on grade five students reading performance (REAL)

18-19.30 General meeting IATBLT vzw (Parthenonzaal, MSI 03.18) 18-19.30 general meeting IATBLT vzw (Parthenonzaal, MSI 03.18)

20.00 Conference dinner (Universiteitshallen - Jubileumzaal) 20.00 Conference dinner

MSI

Thursday, September 17 Thursday, September 179-10 Geoff Petty: An Evidence-Based approach to improve Task Based Language Teaching (Parthenonzaal, MSI 03.18)10-10.30 Coffee10.30-11.25

Krekeler: Task-based assessment in practice (ASS) (MSI 01.20)

Samuda: The Design of Everyday Tasks (DES) (MSI 01.23)

Willis: Designing a task sequence: from priming

activities to target tasks and their implementation (REAL)

(MSI 02.23)

Baralt: How to focus on meaning in pre-task phase (IMPL) (MSI 02.15)

10.30-11.25

Reinders, Van den Berg & Luyten: Task-based language assessment in the real world (ASS) (MSI 01.16)

Foster: Creating authentic spea-king tasks for French language learners using native speaker

naturalistic interactions (NAT) (MSI 03.09)

Torfs: Teaching the teacher: a TBLT-approach to teacher training

(TEA) (MSI 03.12)

00.08 02.28 01.28 00.14 01.12 01.16 01.08 03.1211.30-11.55

Yoshikawa: Conversation deve-lopment strategies: Replacing the textbook with art (IMPL)

Vandommele, Van den Branden & Van Gorp: Tasks, Teachers and Task-based Principles in the actual Language Classroom (REAL)

Newton: The evolving percep-tions and practices of TBLT by ESL teachers through in-ser-vice professional development (TEA)

González-Lloret: Feedback, cor-rections, and repairs in real-world computer-mediated tasks (TECH)

11.30-11.55

Jacobsen: Using linguistic needs analysis to inform academic preparation practices for international graduate students in Statistics (NEED)

Ambrosio: Experiential learning in the community, implementation, evaluation, outcomes for authentic learning. (IMPL)

Lee: Task-based performance differences in foreign language writing: A corpus-based study (DES)

Nielson: Evaluating the Impact of Online Practice on Real-World Task Performance of Second Language Learners (TECH)

12-12.25 Liu: Situated TBLT in Chinese Higher Education: Feedbacks from EFL teachers (IMPL)

Van Gorp & Verheyen: What factors inhibit L2 students’ use of their home languages in a translanguaging task? (REAL)

Gràcia et al.: Rethinking initial teacher education in order to encourage language learning for real-life purposes (TEA)

Atwood & Elgort: Mining for inter-action: In-game and face-to-face ESL students’ interactions in a pedagogical information gap task (TECH)

12-12.25 Ziegler, Mackey & Parlak: Pre-task planning in L2 text-chat: Percepti-ons, performance, and individual differences (TECH)

Pena & Iwashita: Effect of Task Complexity on the Accuracy of ESL Learners’ Speaking Performance during Peer Interaction (IMPL)

Koizumi: Task modality and focus on form: Comparison of two post-tasks (DES)

Dao: Teachers’ participation in peer interaction according to groupings (TEA)

12.30-13.30

Lunch 12.30-13.30

Lunch

00.08 02.28 01.28 00.14 01.12 01.16 01.0813.30-13.55

True: English for Employment: Developing an Adaptable TBLT Curriculum (REAL)

Bowles et al.: Teacher input and task types in an authentic primary school Spanish class in the US (REAL)

Corino: ‘Heroines have no identity’. An Italian case study within a TBLT European project (TECH)

Sato, Vergara & Velancia: Contextualized practice and the development of implicit and explicit knowledge: A classroom-based experimental study (DES)

13.30-13.55

Dushku, Curry & Chiligiris: Designing IEP Oral Interview Test Tasks (ASS)

Safronova & Levkina: L2 development of past forms’ pronunciation in English through tasks (DES)

Ranta & Light: Learning to Teach with Tasks: Insights from a Teacher Education Course (TEA)

14-14.25 Sato: Implementing a TBLT curriculum in a Japanese high school through collaborative action research (IMPL)

Kos: Task-based peer interactions in mixed-age EFL secondary school classrooms (REAL)

Ziegler: Stormy seas: Insights from a task-based needs analysis of Maritime English (NEED)

Lambert: A Micro-Genetic Study of Task-Induced L2 Development: The Emergence of Complexity in L2 Descriptive Discourse (DES)

14-14.25 Son: Rater judgments of oral performance: Are independent and integrated speaking tasks perceived differently? (ASS)

Caras & Zamora: Task-based syllabus design for heritage Spanish language courses: From needs-analysis to assessment (DES)

Jackson & Cho: What do L2 teachers-in-training notice during teaching demonstration tasks? (TEA)

14.30-14.55

Bogachenko: Designing con-text-friendly tasks for foreign language classrooms in Ukraine and Russia (IMPL)

Kasch & Aus der Wieschen: TBLT and Early English in Denmark: Facing the Challenges of the New National Curriculum (REAL)

Cornillie, Van den Branden & Desmet: Effectiveness of mi-ni-games for the development of L2 grammar knowledge: towards meaningful practice activities (TECH)

Tavakoli: Development of language proficiency through task-based instruction: The role of task type and Task content (DES)

14.30-14.55

Kuiken & Vedder: Assessing functional adequacy of L2 writing in a task-based approach (ASS)

Mehrang: Developing Academic Writing: Can Task Structure, Task Repetition, and Feedback Help? (DES)

Rolin-Ianziti: Correction Practices in the Task-based Language Classroom (REAL)

15-15.25 Dao: ACCESS task-based interac-tion with and without the teacher’s participation in different groupings of learners (REAL)

Van der Zwaard: Task-appro-priate versus face-appropriate behaviour during interactive digital communication (TECH)

Sasayama: Investigating the relationship among task design, cognitive demands, and task perfor-mance: Insights from learners’ perspectives (DES)

15-15.25 Markina & Castellví Víves: Input and Instruction in Morphologically Complex Languages: The Case of Russian (REAL)

Neff & Rucynski: Factors influen-cing EFL learners’ reaction to language tasks (DES)

Vassilaki & Androulakis: “The ideal approach”: Pre-service teachers’ experience in a TBLT research program (TEA)

15.30-16 Coffee 15.30-16 Coffee01.20 01.23 02.23 00.14 01.12 01.16 01.08

16 -16.25

Dunn: Making Tasks Do More: Addressing Broader Educational

Aims in TBLT (REAL)

Touré & Nicolai: Designing a new task-based curriculum with job-

relevant foreign affairs performance tasks (DES)

Versteden & Decroos: How to implement TBLT in primary schools: working with school teams on a language policy

(IMPL)

Lo: Writing from multiple sources: Processes, products, and effects of

instruction (IMPL)

16-16.25 Vasylets, Manchon & Gilabert: Influence of Mode and Task Com-plexity on L2 Task-Based Perfor-mance (DES)

Hong: “A Chinese Teaching English Discussion Skills in Ja-pan?” - An Action Research (TEA)

Qi, Jun & Chiang: Focused Tas-ks and L2 Chinese Acquisition in the Classroom (REAL)

16.30-16.55

Struys & Surmont: CLIL as an authentic tool to teach content in multilingual contexts: towards a reconceptualization? (IMPL)

16.30-16.55

Bryfonski, Ma & Becker: Effects of Production Opportunities after Recasts on the Learners’ Perception of Mandarin Tones (DES)

Brandl: Training novice teachers in implementing principles of task-ba-sed instruction (TEA)

Donate: The Effects of Pre-task Planning on Learners’ Emotions and Perceptions (REAL)

17-17.25

Ozcelik: How to promote an ‘active listener’ in an ‘interactive

listening’ classroom? What works, and what doesn’t? (LEAR)

Lievens & Frijns: What do/ could new technologies mean for your TBLT

practice? (TECH)

Ambrosio & Cardinal: A workshop on experiential learning in the community,

implementation, evaluation, outcomes for authentic

learning (IMPL)

Strobbe: To what extent is TBLT embedded in the language policies of elementary schools? (IMPL)

17-17.25 Matsumura: Identifying the momenta for second language development in task-based peer interaction (DES)

Long & Gurzynski-Weiss: Teacher-initiated TBLT: A 16-week case study of design and implementation in a Spanish FL classroom (TEA)

Toth, Moranski & Gil-Berrio: The impact of L1 meta-analytic talk on L2 target-structure accuracy and use (REAL)

17.30-17.55

Trebits: Examining the dynamic interaction of pragmatic task characteristics and motivation in a study-abroad context (IMPL)

17.30-17.55

Levkina: L2 development through tasks: role of different types of input (DES)

Everitt & Mora: L2 accent imitation on the L1 as a task to improve L2 pronunciation (DES)

Berhe: Effects of task-based language teaching on grade five students reading performance (REAL)

18-19.30 General meeting IATBLT vzw (Parthenonzaal, MSI 03.18) 18-19.30 general meeting IATBLT vzw (Parthenonzaal, MSI 03.18)

20.00 Conference dinner (Universiteitshallen - Jubileumzaal) 20.00 Conference dinner

Friday, September 18 Programme Overview

9-11 Gurzynski-Weiss, Long & Solon: TBLT and L2

pronunciation: Do the benefits of tasks extend beyond

grammar and lexis? (MSI 00.08)

Norris & Deygers: Task-based language assessment in practice:

Justifications and realizations (MSI 00.14)

Bygate: Is task repetition repetition? And how is it

useful for teachers? (MSI 00.20)

Godfroid & Michel: Eye-movements during

task-based performance: What can we learn? (MSI 00.28)

Tuesday, September 15

16-20 Registration @CLE, University of LeuvenBlijde Inkomststraat 7, Leuven

Wednesday, September 16

8.30 Welcome coffee and registration Erasmushuis, Faculty of ArtsBlijde Inkomststraat 21, Leuven

11-11.30 Coffee

11.30-12.30

Alison Mackey: Tasks, interaction and L2 learning: Do we really know what we think we know? (Parthenonzaal, MSI 03.18) 9.30-10.45 Opening TBLT 2015

Plenary Lecture by Kris Van den BrandenTasks for Real! Hold on, how real is ‘real’?

MSI (Mgr. Sencie-instituut)Erasmusplein 2, Leuven

12.30-14 Closing, announcement of TBLT 2017 and receptionAfternoon Social & touristic activities

11-12.30 Parallel sessions MSI

12.30-14 Lunch

14-16 Parallel sessions MSI16-16.30 Coffee break Erasmushuis

LLegend 16.30-18 Parallel sessions MSI

Presentations: 19-20 Guided city walk Leuven

Colloquium 120’

20-21 Welcome drink at town hall of Leuven Leuven Town HallGrote Markt, Leuven

Thursday, September 17

Show and tell

10’ + 5’ Q&A 9-10 Plenary lecture by Geoff PettyTask Based language education from an evidence-based teaching perspective

MSI

Workshop

60’10-10.30 Coffee break Erasmushuis

10.30-12.30 Parallel sessionsMSI

Paper presentation 20’ + 5’ Q&A 12.30-13.30

LunchErasmushuis

13.30-15.30

Parallel sessionsMSI

Abbreviations: 15.30-16 Coffee break ErasmushuisASS Task-based assesment 16-18 Parallel sessions MSIDES Task features, task design and syllabus development 18-19.30 General meeting IATBLT vzw MSIEVA Evaulation task-based instruction,materials and programs 20.00 Conference dinner Universiteitshallen

(Jubileumzaal)Naamsestraat 22, LeuvenIMPL TBLT implementation and innovation strategies

INT Interaction in the classroom and in real-life learning environments Friday, September 18

LEAR Learner autonomy, motivation and individual learner differences 9-11 Parallel sessions/colloquia MSINEED Needs analysis in TBLT 11-11.30 Coffee break ErasmushuisREAL TBLT in real classrooms 11.30-12.30 Closing plenary lecture by Alison Mackey

Tasks, interaction and L2 Learning: Do we really know what we think we know?

MSITEA The role of the teacher and teacher training

TECH Technology-mediated TBLT 12.30 Reception ErasmushuisNAT Tasks in naturalistic language learning Afternoon Social Programme Various locations

Friday, September 18 Programme Overview

9-11 Gurzynski-Weiss, Long & Solon: TBLT and L2

pronunciation: Do the benefits of tasks extend beyond

grammar and lexis? (MSI 00.08)

Norris & Deygers: Task-based language assessment in practice:

Justifications and realizations (MSI 00.14)

Bygate: Is task repetition repetition? And how is it

useful for teachers? (MSI 00.20)

Godfroid & Michel: Eye-movements during

task-based performance: What can we learn? (MSI 00.28)

Tuesday, September 15

16-20 Registration @CLE, University of LeuvenBlijde Inkomststraat 7, Leuven

Wednesday, September 16

8.30 Welcome coffee and registration Erasmushuis, Faculty of ArtsBlijde Inkomststraat 21, Leuven

11-11.30 Coffee

11.30-12.30

Alison Mackey: Tasks, interaction and L2 learning: Do we really know what we think we know? (Parthenonzaal, MSI 03.18) 9.30-10.45 Opening TBLT 2015

Plenary Lecture by Kris Van den BrandenTasks for Real! Hold on, how real is ‘real’?

MSI (Mgr. Sencie-instituut)Erasmusplein 2, Leuven

12.30-14 Closing, announcement of TBLT 2017 and receptionAfternoon Social & touristic activities

11-12.30 Parallel sessions MSI

12.30-14 Lunch

14-16 Parallel sessions MSI16-16.30 Coffee break Erasmushuis

LLegend 16.30-18 Parallel sessions MSI

Presentations: 19-20 Guided city walk Leuven

Colloquium 120’

20-21 Welcome drink at town hall of Leuven Leuven Town HallGrote Markt, Leuven

Thursday, September 17

Show and tell

10’ + 5’ Q&A 9-10 Plenary lecture by Geoff PettyTask Based language education from an evidence-based teaching perspective

MSI

Workshop

60’10-10.30 Coffee break Erasmushuis

10.30-12.30 Parallel sessionsMSI

Paper presentation 20’ + 5’ Q&A 12.30-13.30

LunchErasmushuis

13.30-15.30

Parallel sessionsMSI

Abbreviations: 15.30-16 Coffee break ErasmushuisASS Task-based assesment 16-18 Parallel sessions MSIDES Task features, task design and syllabus development 18-19.30 General meeting IATBLT vzw MSIEVA Evaulation task-based instruction,materials and programs 20.00 Conference dinner Universiteitshallen

(Jubileumzaal)Naamsestraat 22, LeuvenIMPL TBLT implementation and innovation strategies

INT Interaction in the classroom and in real-life learning environments Friday, September 18

LEAR Learner autonomy, motivation and individual learner differences 9-11 Parallel sessions/colloquia MSINEED Needs analysis in TBLT 11-11.30 Coffee break ErasmushuisREAL TBLT in real classrooms 11.30-12.30 Closing plenary lecture by Alison Mackey

Tasks, interaction and L2 Learning: Do we really know what we think we know?

MSITEA The role of the teacher and teacher training

TECH Technology-mediated TBLT 12.30 Reception ErasmushuisNAT Tasks in naturalistic language learning Afternoon Social Programme Various locations

Alma Tiensestraat 115, Leuven

CONFERENCE VENUE