03912nam 22006491 450 991081752670332120140424153110.01-4725-7025-11-4742-7407-21-4725-9366-91-62356-408-510.5040/9781472593665(CKB)3710000000373708(EBL)1986681(SSID)ssj0001380754(PQKBManifestationID)11763631(PQKBTitleCode)TC0001380754(PQKBWorkID)11371188(PQKB)10256971(MiAaPQ)EBC1986681(OCoLC)895073155(UtOrBLW)bpp09256579(UtOrBLW)BP9781472593665BC(EXLCZ)99371000000037370820140929d2014 uy 0engur|n|---|||||txtccrTask sequencing and instructed second language learning /Edited by Melissa Baralt, Roger Gilabert, Peter RobinsonNew York :Bloomsbury Academic,2014.1 online resource (249 p.)Advances in Instructed Second Language Acquisition ResearchDescription based upon print version of record.1-62356-276-7 1-336-21061-3 Includes bibliographical references and index.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."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.Advances in instructed second language acquisition research.Second language acquisitionLanguage and languagesStudy and teachingLanguage acquisitionSecond language acquisition.Language and languagesStudy and teaching.401/.93LAN009000EDU000000bisacshBaralt MelissaGilabert RogerRobinson Peter JakeUtOrBLWUtOrBLWBOOK9910817526703321Task sequencing and instructed second language learning4106070UNINA