14th TALGS Keynote Speaker
Dr. YouJin Kim is Associate Professor and the Director of Graduate Studies in the Department of Applied Linguistics and English as a Second Language at Georgia State University. She specializes in second language acquisition (SLA), second language pedagogy, and task-based language teaching and assessment. Within SLA, her research follows interactionist and psycholinguistic approaches, with the primary focus being to identify how interactional features impact second language development involving two target languages: English and Korean. She is also interested in the benefits of study abroad programs in learning additional languages among heritage and non-heritage language learners. Her work consists of more pedagogically-oriented classroom-based research. She is particularly interested in exploring different factors affecting the benefits of (technology-oriented) task-based language teaching in both second and foreign language classroom settings. Her research articles can be found in journals such as Studies in Second Language Acquisition, Language Learning, Modern Language Journal, Applied Linguistics, TESOL Quarterly, Language Teaching Research, and System among others.
Tasks have been suggested as a primary instructional unit and as building blocks for classroom language learning (e.g., Long, 2014). This growing interest has largely been motivated by research demonstrating how tasks can provide contexts for second language (L2) use and acquisition. From a cognitive-interactionist perspective in second language acquisition (SLA) research, tasks serve as vehicles for interaction-driven language learning (Kim, 2015). Over the last two decades, L2 researchers have examined various task design and task implementation variables with the goal of providing suggestions of how to maximize the effectiveness of task-based language teaching. Based on recent research on collaborative tasks, the presentation will discuss how to promote interaction-driven language learning through tasks in diverse classroom settings.
When designing authentic interactive tasks for learners from diverse cultural and linguistic backgrounds, teachers need to consider various task design and implementation factors as well as learner factors. This practice-oriented workshop starts with a short presentation on the steps for designing localized task-based lessons, those which are appropriate for a specific context and group of learners. Then the presenter will introduce various factors to consider when designing collaborative tasks. Finally, the audience will be invited to develop collaborative tasks which are appropriate for their learners and instructional contexts. By developing task-based lessons for their own teaching contexts, the audience will become familiar with how to effectively design collaborative tasks that facilitate interaction-driven learning.