Full Description
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
Contents
List of contributors
Acknowledgements
Chapter 1. An introduction to theory and research in task sequencing and instructed second language learning, Melissa Baralt, Roger Gilabert & Peter Robinson
Section I. Experimental studies of task sequencing
Chapter 2. Task sequencing in the L2 development of spatial expressions, Mayya Levkina & Roger Gilabert
Chapter 3. The role of task sequencing in monologic oral production, Aleksandra Malicka
Chapter 4. Task complexity and task sequencing in traditional versus online language classes, Melissa Baralt
Chapter 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
Chapter 6. A pedagogical proposal for task sequencing: An exploration of task repetition and task complexity on learning opportunities, YouJin Kim & Caroline Payant
Chapter 7. Teachers` application of the Cognition Hypothesis when lesson planning: A case study, Melissa Baralt, Simone Harmath-de Lemmos & Sawsan Werfelli
Chapter 8. Learning to perform narrative tasks: A semester-long classroom study of task sequencing effects, Craig Lambert & Peter Robinson
Subject index
