LEADER 03912nam 22006491 450 001 9910817526703321 005 20140424153110.0 010 $a1-4725-7025-1 010 $a1-4742-7407-2 010 $a1-4725-9366-9 010 $a1-62356-408-5 024 7 $a10.5040/9781472593665 035 $a(CKB)3710000000373708 035 $a(EBL)1986681 035 $a(SSID)ssj0001380754 035 $a(PQKBManifestationID)11763631 035 $a(PQKBTitleCode)TC0001380754 035 $a(PQKBWorkID)11371188 035 $a(PQKB)10256971 035 $a(MiAaPQ)EBC1986681 035 $a(OCoLC)895073155 035 $a(UtOrBLW)bpp09256579 035 $a(UtOrBLW)BP9781472593665BC 035 $a(EXLCZ)993710000000373708 100 $a20140929d2014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTask sequencing and instructed second language learning /$fEdited by Melissa Baralt, Roger Gilabert, Peter Robinson 210 1$aNew York :$cBloomsbury Academic,$d2014. 215 $a1 online resource (249 p.) 225 1 $aAdvances in Instructed Second Language Acquisition Research 300 $aDescription based upon print version of record. 311 $a1-62356-276-7 311 $a1-336-21061-3 320 $aIncludes bibliographical references and index. 327 $a1.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. 330 $a"Task Sequencing and Instructed Second Language Learning provides theoretical rationales for, and empirical studies of, the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences, and both laboratory and classroom-based research into them, are presented. This is the first collection of so far under-researched studies on the effects of task sequencing, framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing. Perspectives include -- laboratory-based and classroom-based research designs -- implications for teacher training -- laboratory and classroom research methods -- conversational interaction -- task sequencing and Task Based Language Teaching syllabus design"--Bloomsbury Publishing. 410 0$aAdvances in instructed second language acquisition research. 606 $aSecond language acquisition 606 $aLanguage and languages$xStudy and teaching 606 $2Language acquisition 615 0$aSecond language acquisition. 615 0$aLanguage and languages$xStudy and teaching. 676 $a401/.93 686 $aLAN009000$aEDU000000$2bisacsh 702 $aBaralt$b Melissa 702 $aGilabert$b Roger 702 $aRobinson$b Peter Jake 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910817526703321 996 $aTask sequencing and instructed second language learning$94106070 997 $aUNINA