Task Sequencing and Instructed Second Language Learning

by ; ;
Format: Hardcover
Pub. Date: 2014-09-25
Publisher(s): Bloomsbury Academic
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Summary

Task Sequencing and Instructed Second Language Learning provides theoretical rationales for, and empirical studies of, the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences, and both laboratory and classroom-based research into them, are presented.

This is the first collection of so far under-researched studies on the effects of task sequencing, framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing.

Perspectives include

-- laboratory-based and classroom-based research designs
-- implications for teacher training
-- laboratory and classroom research methods
-- conversational interaction
-- task sequencing and Task Based Language Teaching syllabus design

Author Biography

Melissa Baralt is Assistant Professor of Spanish Applied Linguistics at Florida International University, USA.

Roger Gilbert is Lecturer in Applied Linguistics at Universitat de Barcelona, Spain

Peter Robinson is Professor of Linguistics and Second Language Acquisition at Aoyama Gukuin University, Japan.

Table of Contents

I.Introduction \ 1. Introduction to Task Sequencing and Instructed Second Language Learning, Baralt, Gilabert, & Robinson \ II. Experimental laboratory studies of task sequencing \ 2. Task sequencing and L2 development of spatial expressions, Levkina & Gilabert \ 3. Researching the role of task sequencing in monologic production, Malicka \ 4. The role of CMC in task complexity and task sequencing, Baralt \ 5. The effects of guided planning, task complexity and task sequencing on L2 oral production, Thompson \ III. Educationally situated studies of task sequencing (natural classroom contexts) \ 6. The SSARC sequencing model and the development of academic language proficiency, Nakatsugawa \ 7. Task complexity, task repetition, and second language learning opportunities, Kim & Payant \ 8. Task sequencing and task phases in natural classroom settings, Harmath-de Lemmos, Werfelli & Baralt \ 9. Learning to perform narrative tasks in the L2 classroom, Lambert \ Bibliography \ Index

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