LEADER 05731nam 2200697 450 001 9910824529003321 005 20230803205806.0 010 $a90-272-6971-8 035 $a(CKB)3710000000268477 035 $a(EBL)1826115 035 $a(SSID)ssj0001368906 035 $a(PQKBManifestationID)12503759 035 $a(PQKBTitleCode)TC0001368906 035 $a(PQKBWorkID)11289048 035 $a(PQKB)11335799 035 $a(MiAaPQ)EBC1826115 035 $a(Au-PeEL)EBL1826115 035 $a(CaPaEBR)ebr10960633 035 $a(CaONFJC)MIL663023 035 $a(OCoLC)894171160 035 $a(EXLCZ)993710000000268477 100 $a20141107c20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTask-based language learning $einsights from and for L2 writing /$fedited by Heidi Byrnes, Rosa M. Mancho?n ; contributors, Rebecca Adams [and eleven others] 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (324 p.) 225 1 $aTask-Based Language Teaching : Issues, Research and Practice,$x1877-346X ;$vVolume 7 300 $aDescription based upon print version of record. 311 $a1-322-31741-0 311 $a90-272-0729-1 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aTask-Based Language Learning - Insights from and for L2 Writing; Editorial page; Title page; LCC data; Table of contents; List of contributors; Series editors' preface to Volume 7; 1. Task-based language learning; Why this book?; From writing to TBLT; From tasks to writing; New directions for tasks and writing; Expanding the TBLT research agenda: Implications for theory and research; An overview of the book; Conclusion; Part I. Tenets, methods, and findings in task-oriented theory and research: The case of writing; 2. The internal dimension of tasks 327 $aTask and writing: Necessary reconsiderationsTask learning in writing: Problem-solving and the interaction between task factors and learner factors; Writing as problem-solving; The interplay between task factors and learner factors; Task learning in TBLT research: The interaction between task factors and learner factors; Final remarks: Moving forward; 3. Reframing task performance; Background: Defining task-based writing; Task-based writing and language learner strategies; Language learner strategies; Linguistic knowledge; The writing study; Methodology; Findings; Stuart; Vanessa 327 $aSummary of the case studiesLimitations; Conclusion; 4. Theorizing language development at the intersection of 'task' and L2 writing; Introduction; Viewing writing and TBLT under the optic of meaning-making in texts; Setting the stage for embracing meaning-making with a textual focus; Tracing the link between complexity and meaning-making: The case of writing; Tracing the link between complexity and meaning-making: The case of TBLT research; Embracing a task-based literacy of textual meaning-making; Affirming the educational perspective of TBLT and writing 327 $aRealizing educational interests: Translating a functional theory of language into curriculumRepositioning complexity in TBLT and writing by invoking the multicompetent learner; Toward a developmental approach to complexity; Language learning as increasing the complexity of acts of meaning-making; Pathways toward complexity in curricula; Conclusion; Part II. Empirical findings; 5. Task repetition and L2 writing development; Introduction; Previous research on task repetition; Task repetition from a dynamic systems perspective; Methods; Context and participants; Task and task conditions 327 $aData analysesResults; Effects of specific task repetitions; Effects of task-type repetitions: Group-level analysis; Effects of task-type repetition: Individual-level analysis; Discussion; Conclusion; Acknowledgment; References; Appendix A; Appendix B; 6. Planning and production in computer-mediated communication (CMC) writing; Introduction; Computer-mediated communication (CMC); Planning and task-based language teaching (TBLT); CMC and TBLT; Research question; Method; Participants; The task; Anchor 158; Procedure; Data collection; Coding; Results; Discussion; Conclusion 327 $aAppendix A. Information Sheet 330 $aThis closing chapter aims to assess the contribution of the book to TBLT theory and research and to put forward directions for advancing TBLT constructs and research agendas. We consider the volume's overall contribution to the TBLT field to lie in linking the psycholinguistic with the textual, meaning-making nature of writing and in presenting theoretical and methodological refinements along with empirical advances that reflect that orientation. We have organized the details of that contribution as well as the suggestions for future research directions along four closely inter-related foci, n 410 0$aTask-based language teaching ;$vVolume 7. 606 $aLanguage and languages$xStudy and teaching 606 $aTask analysis in education 606 $aAcademic writing$xStudy and teaching 615 0$aLanguage and languages$xStudy and teaching. 615 0$aTask analysis in education. 615 0$aAcademic writing$xStudy and teaching. 676 $a418.0071 702 $aByrnes$b Heidi 702 $aMancho?n$b Rosa 702 $aAdams$b Rebecca 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910824529003321 996 $aTask-based language learning$94075583 997 $aUNINA