Task sequencing and instructed second language learning / / Edited by Melissa Baralt, Roger Gilabert, Peter Robinson

• Record Nr.: UNINA9910817526703321
• Pubbl/distr/stampa: New York : , : Bloomsbury Academic, , 2014
• ISBN: 1-4725-7025-1; 1-4742-7407-2; 1-4725-9366-9; 1-62356-408-5
• Descrizione fisica: 1 online resource (249 p.)
• Collana: Advances in Instructed Second Language Acquisition Research
• Classificazione: LAN009000EDU000000
• Disciplina: 401/.93
• Soggetti: Second language acquisition; Language and languages - Study and teaching
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: 1.An Introduction to Theory and Research in Task Sequencing and Instructed Second Language Learning / Peter Robinson -- Section I Experimental Studies of Task Sequencing -- 2.Task Sequencing in the L2 Development of Spatial Expressions / Roger Gilabert -- 3.The Role of Task Sequencing in Monologic Oral Production / Aleksandra Malicka -- 4.Task Complexity and Task Sequencing in Traditional Versus Online Language Classes / Melissa Baralt -- 5.The Effects of Guided Planning, Task Complexity and Task Sequencing on L2 Oral Production / Colin Thompson -- Section II Educationally Situated Studies of Task Sequencing in Natural Classroom Contexts -- 6.A Pedagogical Proposal for Task Sequencing: An Exploration of Task Repetition and Task Complexity on Learning Opportunities / Caroline Payant -- 7.Teachers' Application of the Cognition Hypothesis when Lesson Planning: A Case Study / Sawsan Werfelli -- 8.Learning to Perform Narrative Tasks: A Semester-long Classroom Study of L2 Task Sequencing Effects / Peter Robinson.
• Sommario/riassunto: "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"--Bloomsbury Publishing.