Get fulltext from our e-platform
References (69)
References
Aston, G. (1986). Trouble shooting in interaction with learners: The more the merrier? Applied Linguistics, 7, 128–143. Google Scholar logo with link to Google Scholar
Bui, X.G. (2010). Exploring task-internal and task-external readiness: The effects of topic familiarity and strategic planning in topic-based task performance at different proficiency levels. Unpublished PhD dissertation, The Chinese University of Hong Kong.Google Scholar logo with link to Google Scholar
. (2014). Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning and proficiency levels. In Skehan (Ed.) (pp. 63–94).Google Scholar logo with link to Google Scholar
Bygate, M., Skehan, P., & Swain, M. (Eds.). Researching pedagogic tasks: Second language learning, teaching, and testing. London: Longman.
Bygate, M., Tonkyn, A. & Williams, E. (1994). Grammar and the language teacher. London: Prentice Hall.Google Scholar logo with link to Google Scholar
Candlin, C. (1987). Towards task based language learning. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 5–22). London: Prentice Hall.Google Scholar logo with link to Google Scholar
Carpenter, H. (2008). A behavioural and electrophysiological investigation of different aptitudes for L2 grammar in learners equated for proficiency level. Unpublished PhD dissertation, Georgetown University.Google Scholar logo with link to Google Scholar
Clark, H.H., & Clark, E. (1977). Psychology and language. New York, NY: Harcourt, Brace, Jovanovitch.Google Scholar logo with link to Google Scholar
Crookes, G. (1986). Task classification: A cross-disciplinary review (Centre for Second Language Classroom Research: Technical Report No. 6). Honolulu, HI: University of Hawaii at Manoa.Google Scholar logo with link to Google Scholar
. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11, 367–383. Google Scholar logo with link to Google Scholar
Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition, 9, 12–20. Google Scholar logo with link to Google Scholar
. (2005a). (Ed.). Planning and task performance in a second language (Language Learning & Language Teaching 11). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19(1), 1–23. Google Scholar logo with link to Google Scholar
Foster, P., & Ohta, A.S. (2005). Negotiation for meaning and peer-assistance in secondary language classrooms. Applied Linguistics, 26, 402–430. Google Scholar logo with link to Google Scholar
Foster, P., & Skehan, P. (1996). The influence of planning on performance in task-based learning. Studies in Second Language Acquisition, 18(3), 299–324. Google Scholar logo with link to Google Scholar
. (1999). The effect of source of planning and focus of planning on task-based performance. Language Teaching Research, 3, 185–215. Google Scholar logo with link to Google Scholar
. (2012). Complexity, accuracy, fluency and lexis in task-based performance: A synthesis of the Ealing research. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency investigating complexity, Accuracy and fluency in SLA (Language Learning & Language Teaching 32) (pp. 199–220). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Foster, P. & Skehan, P. (2013). The effects of post-task activities on the accuracy of language during task performance. Canadian Modern Language Review, 69(3), 249–273. Google Scholar logo with link to Google Scholar
Johns, T.F., & Dudley-Evans, A. (1979). An experiment in team-teaching of overseas postgraduate students of transportation and plant biology. In E. Smythe (Ed.), Team teaching in ESP (ELTDOCs 106). London: The British Council.Google Scholar logo with link to Google Scholar
Jupp, T., & Hodlin, S. (1975). Industrial English. London: Heinemann.Google Scholar logo with link to Google Scholar
Li, Qian. (2010). Focus on form in task based language teaching: Exploring the effects of post-task activities and task practice on learners’ oral performance. Unpublished PhD dissertation, Chinese University of Hong Kong.Google Scholar logo with link to Google Scholar
. (2014). Get it right in the end: The effects of post-task transcribing on learners’ oral performance. In Skehan (Ed.) (pp. 129–154).Google Scholar logo with link to Google Scholar
Long, M., & Robinson, P. (1998). Focus on form: theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom SLA (pp. 15–41). Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Loschky, L., & Bley-Vroman, R. (1993). Grammar and task based methodology. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice. (pp. 123–167). Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Luo, S. (2007). Re-examining factors that affect task difficulty in task-based language assessment. Unpublished PhD dissertation, Chinese University of Hong Kong.Google Scholar logo with link to Google Scholar
Mackey, A. (1999). Input, interaction, and second language development: An empiricial study of question formation in ESL. Studies in Second Language Acquisition, 21, 557–587. Google Scholar logo with link to Google Scholar
Mehnert, U. (1998). The effects of different lengths of time for planning on second language performance. Studies in Second Language Acquisition, 20(1), 83–108. Google Scholar logo with link to Google Scholar
Norris, J., Brown, J.D., Hudson, T., & Yoshioka, J. (1998). Designing second language performance assessments (Technical Report No. 18). Honolulu, HI: Second Language Teaching and Curriculum Center, University of Hawaii.Google Scholar logo with link to Google Scholar
O’Neill, R., Kingsbury, R., & Yeadon, T. (1972). Kernel Lessons. London: Longman.Google Scholar logo with link to Google Scholar
Pinker, S. (1999). Words and rules. New York, NY: Harper Perennial.Google Scholar logo with link to Google Scholar
Robertson, F. (1988). Airspeak – Radiotelephony communication for pilots. New York, NY: Prentice Hall.Google Scholar logo with link to Google Scholar
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp. 287–318). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
. (2011). Second language task complexity, the Cognition Hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (Task-based Language Teaching 2) (pp. 3–38). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Sinclair, J. McH. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Skehan, P. (1980a). Memory, language aptitude, and second language performance. Polyglot, 2(Fiche 3).Google Scholar logo with link to Google Scholar
. (1980b). Language aptitude: A review. English Language Research Journal, 1. University of Birmingham.Google Scholar logo with link to Google Scholar
. (1980c). Team teaching and the role of the ESP teacher. In G. Greenall & J.E. Price (Eds.), Study modes and academic development of overseas students. ELTDOCs: The British Council.Google Scholar logo with link to Google Scholar
. (1981). ESP teachers, computers, and research. In J. Higgins (Ed.), Computers in EAP (ELTDOCs). London: The British Council.Google Scholar logo with link to Google Scholar
. (1984). Issues in the testing of English for Specific Purposes. Language Testing, 1(2), 202–220. Google Scholar logo with link to Google Scholar
. (1986). Cluster analysis and the identification of learner types. In V. Cook (Ed.), Experimental approaches to second language acquisition. Oxford: Pergamon.Google Scholar logo with link to Google Scholar
. (1988). Language testing: State of the art review: Part I. Language Teaching, 21(4), 211–221. Google Scholar logo with link to Google Scholar
. (1989). Individual differences in second language learning. London: Edward Arnold.Google Scholar logo with link to Google Scholar
. (1992). Strategies in second language acquisition (Thames Valley University Working Papers in English Language Teaching, No.1). London: Thames Valley University.Google Scholar logo with link to Google Scholar
. (1996). A framework for the implementation of task based instruction. Applied Linguistics, 17(1), 38–62. Google Scholar logo with link to Google Scholar
. (1998). A cognitive approach to language learning. Oxford: Oxord University Press.Google Scholar logo with link to Google Scholar
. (2004). Focus on form, tasks, and technology. Computer Assisted Language Learning Journal, 16(5), 391–411 Google Scholar logo with link to Google Scholar
. (2007). Task research and language teaching: Reciprocal relationships. In S. Fotos (Ed.), Form-meaning relationships in language pedagogy: Essays in honour of Rod Ellis (pp. 55–69). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
. (2009a). Lexical performance by native and non-native speakers on language-learning tasks. In B. Richards, H. Daller, D.D. Malvern, & P. Meara (Eds.), Vocabulary studies in first and second language acquisition: The interface between theory and application. Houndmills: Palgrave Macmillan. Google Scholar logo with link to Google Scholar
. (2009b). Modelling second language performance: Integrating complexity, accuracy, fluency and lexis. Applied Linguistics, 30(4), 510–532. Google Scholar logo with link to Google Scholar
. (Ed.). (2014). Processing perspectives on task performance (Task-based Language Teaching 5). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Skehan P., Bei, X., Li, Q., & Wang, Z. (2011). The task is not enough: Conceptualisation, rehearsal, and monitoring in task based performance. Language Teaching Research, 16(2), 170–187. Google Scholar logo with link to Google Scholar
Skehan, P., & Ducroquet, L. (1988). A comparison of first and foreign language learning ability (Working Documents No. 8). London: ESOL Department, Insitute of Education, London University.Google Scholar logo with link to Google Scholar
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 215–247. Google Scholar logo with link to Google Scholar
. (1999). Task structure and processing conditions in narrative retellings. Language Learning, 49(1), 93–120. Google Scholar logo with link to Google Scholar
. (2005). Pre-task and on-line planning: The influence of surprise information and task time on second language performance. In R. Ellis (Ed.), Planning and task-based performance in a second Language (Language Learning & Language Teaching 11) (pp. 193– 216). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
. (2009). Complexity, accuracy, fluency and lexis in task-based performance: A meta-analysis of the Ealing research. In S. Van Daele, A. Housen, F. Kuiken, M. Pierrard & I. Vedder (Eds.). Complexity, accuracy, and fluency in second language use, learning, and teaching. Brussels: University of Brussels Press.Google Scholar logo with link to Google Scholar
Skehan, P., & Henderson, W. (1979). The team teaching of introductory economics to overseas students. In E. Smyth (Ed.). Team teaching (ELTDOCs) London: The British Council.Google Scholar logo with link to Google Scholar
Tavakoli, P., & Skehan, P. (2005). Planning, task structure, and performance testing. In R. Ellis (Ed.), Planning and Task Performance in a Second Language, (pp. 239–273. Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Wang, Z. (2009). Modelling speech production and performance: Evidence from five types of planning and two task structures. Unpublished PhD dissertation, Chinese University of Hong Kong.Google Scholar logo with link to Google Scholar
Wen, Z.(2009). Effects of working memory capacity on L2 task-based speech planning and performance. Unpublished PhD dissertation, Chinese University of Hong Kong.Google Scholar logo with link to Google Scholar
Willis J., & Willis, D. (1988). Collins Cobuild English course. London: Collins.Google Scholar logo with link to Google Scholar
Willis, D., & Willis, J. (2007). Doing task based teaching. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Wray, A. (2008). Formulaic language: Pushing the boundaries. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue