Description
Book SynopsisThis volume contains papers addressing issues in task-based research into second language learning which are essential to informed pedagogic decision-making about how best to achieve this aim. These issues include research into the design characteristics of pedagogic tasks that promote the accuracy, fluency and complexity of learner language; the role of individual differences in the motivational and other cognitive variables that demands made by pedagogic tasks draw on; the extent to which tasks, and teacher interventions during task performance, promote the quantity and quality of interaction that facilitate L2 learning; and the generalizability of task-based research in laboratory contexts to classroom settings.
Trade Review“Overall, this book is a unique effort that is well prepared and worthy of reading for students, researchers and practitioners in the field of second language acquisition and pedagogy.” (Linguist, 26 June 2012)
Table of ContentsTask Design and Second Language Performance: The Effect of Narrative Type on Learner Output (Parveneh Tavokli & Pauline Foster ) (from 58:2, 439-473, 2008).
Creativity and Narrative Task Performance: An Exploratory Study Agnes (Albert & Judit Kormos) (from 54:2, 277-310, 2004).
The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition (YouJin Kim )(from 58:2, 285-325, 2008).
Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction: Providing Procedural Assistance for Morphosyntactic Development (Paul Toth) (from 58:2, 237-283, 2008).
Task-Based Interactions in Classroom and Laboratory Settings Susan Gass, (Alison Mackey & Lauren Ross-Feldman) (from 55:4, 575-611, 2005).
