LEADER 04476nam 2200781Ia 450 001 9910784012903321 005 20230721025438.0 010 $a1-78892-036-8 010 $a1-280-73942-8 010 $a9786610739424 010 $a1-85359-928-X 024 7 $a10.21832/9781853599286 035 $a(CKB)1000000000337009 035 $a(EBL)282676 035 $a(OCoLC)81897756 035 $a(SSID)ssj0000183301 035 $a(PQKBManifestationID)11170414 035 $a(PQKBTitleCode)TC0000183301 035 $a(PQKBWorkID)10194369 035 $a(PQKB)10808757 035 $a(MiAaPQ)EBC282676 035 $a(DE-B1597)513488 035 $a(OCoLC)437175717 035 $a(DE-B1597)9781853599286 035 $a(Au-PeEL)EBL282676 035 $a(CaPaEBR)ebr10156068 035 $a(CaONFJC)MIL73942 035 $a(EXLCZ)991000000000337009 100 $a20060707d2007 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 00$aInvestigating tasks in formal language learning$b[electronic resource] /$fedited by Mar?ia del Pilar Garc?ia Mayo 210 $aClevedon, [England] ;$aBuffalo $cMultilingual Matters$dc2007 215 $a1 online resource (279 p.) 225 0 $aSecond language acquisition ;$v20 300 $aDescription based upon print version of record. 311 0 $a1-85359-926-3 311 0 $a1-85359-927-1 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tForeword --$tContributors --$tIntroduction --$tChapter 1. Criteria for Classifying and Sequencing Pedagogic Tasks --$tChapter 2. Information Distribution and Goal Orientation in Second Language Task Design --$tChapter 3. The Simultaneous Manipulation of Task Complexity Along Planning Time and (+/- Here-and-Now): Effects on L2 Oral Production --$tChapter 4. Tasks, Negotiation, and L2 Learning in a Foreign Language Context --$tChapter 5. Attention to Form Across Collaborative Tasks by Low-Proficiency Learners in an EFL Setting --$tChapter 6. Cognitive Task Complexity and Linguistic Performance in French L2 Writing --$tChapter 7. The Effect of Manipulating Task Complexity Along the (± Here-and-Now) Dimension on L2 Written Narrative Discourse --$tChapter 8. Writing Tasks: The Effects of Collaboration --$tChapter 9. L2 Vocabulary Acquisition and Reading Comprehension: The Influence of Task Complexity --$tChapter 10. Task-Effect on the Use of Lexical Innovation Strategies in Interlanguage Communication --$tChapter 11. Fostering EFL Learners? Awareness of Requesting Through Explicit and Implicit Consciousness-Raising Tasks --$tChapter 12. Interactive Task Design: Metachat and the Whole Learner --$tIndex 330 $aThis book contributes to the growth of interest in task-based language learning and teaching that has been seen in recent years. It brings together research that focuses on various aspects and effects of pedagogic task design and presents work that uses tasks to examine oral interaction, written production, vocabulary and reading, lexical innovation and pragmatics in different formal language learning contexts and in different languages (English as a second/foreign language, French/German/Italian/Spanish as foreign languages). It also provides guidelines for task classification, sequencing and design. The book is addressed to both professionals and students interested in second language acquisition research. It will also be of use to professionals involved in language pedagogy and curriculum design. 410 0$aSecond Language Acquisition S. 606 $aLanguage and languages$xStudy and teaching 606 $aTask analysis in education 610 $aSLA. 610 $aSecond Language Acquisition. 610 $aclassroom. 610 $acurriculum design. 610 $aformal language learning contexts. 610 $alanguage pedagogy. 610 $atask-based language learning. 610 $atask-based language teaching. 610 $avocabulary. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aTask analysis in education. 676 $a418.007 686 $aER 925$2rvk 701 $aGarc?ia Mayo$b Mar?ia del Pilar$0864065 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784012903321 996 $aInvestigating tasks in formal language learning$93797101 997 $aUNINA