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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010160275 | P53.82 I58 2007 | Open Access Book | Book | Searching... |
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Summary
Summary
This book contributes to the growth of interest in task-based language learning and teaching that has been seen in recent years. It brings together research that focuses on various aspects and effects of pedagogic task design and presents work that uses tasks to examine oral interaction, written production, vocabulary and reading, lexical innovation and pragmatics in different formal language learning contexts and in different languages (English as a second/foreign language, French/German/Italian/Spanish as foreign languages). It also provides guidelines for task classification, sequencing and design.
The book is addressed to both professionals and students interested in second language acquisition research. It will also be of use to professionals involved in language pedagogy and curriculum design.
Author Notes
María del Pilar García Mayo received her M.A. and Ph.D. in Linguistics from the University of Iowa (U.S.A). She is Full Professor of English Language and Linguistics at the University of the Basque Country (Spain). Her research interests are second language acquisition (in particular the acquisition of syntactic aspects of English as a second/foreign language from a generative perspective and input and interaction in formal language learning contexts) and second language research methodology. Her recent publications have focused on the acquisition of syntactic aspects of English as a third language and on issues related to interaction and focus on form in the foreign language classroom.
Table of Contents
| IntroductionMaría del Pilar García Mayo |
| 1 1. Criteria for Classifying and Sequencing Pedagogic TasksPeter Robinson |
| 2 2. Information Distribution and Goal Orientation in Second Language Task DesignCraig Lambert; Steve Engler |
| 3 3. The Simultaneous Manipulation of Task Complexity along Planning Time and [+/- Here-and-Now]: Effects on L2 Oral ProductionRoger Gilabert |
| 4 4. Tasks, Negotiation and L2 Learning in a Foreign Language ContextMarisol Fernández García |
| 5 5. Attention to Form across Collaborative Tasks by Low-proficiency Learners in an EFL SettingAna Alegría de la Colina; María del Pilar García Mayo |
| 6 6. Cognitive Task Complexity and Linguistic Performance in French L2 WritingFolkert Kuiken; Ineke Vedder |
| 7 7. The Effect of Manipulating Task Complexity and the [+/- Here-and-Now] Dimension on L2 Written Narrative DiscourseTomohito Ishikawa |
| 8 8. Writing Tasks: The Effects of CollaborationNeomy Storch; Gillian Wigglesworth |
| 9 9. L2 Vocabulary Acquisition and Reading Comprehension: The Influence of Task ComplexityElke Peters |
| 10 10. Task-effect on the Use of Lexical Innovation Strategies in Interlanguage CommunicationElsa González Álvarez |
| 11 11. Fostering EFL Learners' Awareness of Requesting through Explicit and Implicit Consciousness-raising TasksEva Alcón Soler |
| 12 12. Interactive Task Design: Metachat and the Whole LearnerMarie-Noëlle Lamy |
