Chapter published in:
Speaking in a Second Language
Edited by Rosa Alonso Alonso
[AILA Applied Linguistics Series 17] 2018
► pp. 153174
References

References

Bailey, K. M., & Savage, L.
Eds. (1994) New ways in teaching speaking. Alexandria, VA: TESOL.Google Scholar
Barnes, D.
(1976) From communication to currriculum. Harmondsworth: Penguin.Google Scholar
Batstone, R., & Philp, J.
(2013) Classroom interaction and learning opportunities across time and space. In K. McDonough & A. Mackey (Eds.), pp. 109–125.Google Scholar
Boxer, D., & Cohen, A. D.
(Eds.) (2004) Studying speaking to inform second language learning. Clevedon: Multilingual Matters.Google Scholar
Brown, G., & Yule, G.
(1983) Teaching the spoken language. Cambridge: CUP.Google Scholar
Burns, A., & Joyce, H.
(1997) Focus on speaking. Sydney: Macquarie University, NCELTR.Google Scholar
Bygate, M.
(1987) Speaking. Oxford: Oxford University Press.Google Scholar
(1988) Linguistic and strategic features of the language of learners working in oral communication exercises. Unpublished PhD dissertation. University of London Institute of Education.Google Scholar
(2009).Teaching and testing speaking. In C. Doughty & M. H. Long (Eds.), Handbook of second and foreign language teaching (pp. 412–440). Malden, MA: Blackwell.CrossrefGoogle Scholar
(2009) Teaching the spoken foreign language. In K. Knapp & B. Seidlhofer (Eds.), Handbooks in applied linguistics, Vol. 5: Foreign language communication and learning (pp. 401–438). Berlin: Mouton De Gruyter.Google Scholar
Byrne, D.
(1976) Teaching oral English. London: LongmanGoogle Scholar
Byrnes, H.
(2015) Linking ‘task’ and curricular thinking: An affirmation of the TBLT educational agenda. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 193–224). Amsterdam: John Benjamins.CrossrefGoogle Scholar
Carter, R., & McCarthy, M.
(1997) Exploring spoken English. Cambridge: Cambridge University Press.Google Scholar
(2017) Spoken grammar: Where are we and where are we going? Applied Linguistics, 38(1), 1–20.CrossrefGoogle Scholar
Chafe, W. L.
(1982) Integration and involvement in speaking, writing and oral literature. In D. Tannen (Ed), Spoken and written language. (pp. 35–53) Norwood, NJ: Ablex.Google Scholar
(1985) Linguistic differences produced by differences between speaking and writing. In D.R. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language and learning (pp. 105–123). Cambridge: Cambridge University Press.Google Scholar
(2006) Reading aloud. In R. Hughes (Ed.), Spoken English, TESOL and applied linguistics (pp. 53–71). Houndmills: Palgrave Macmillan CrossrefGoogle Scholar
Ellis, R.
(2009) Task-based language teaching: sorting out the misunderstandings. International Review of Applied Linguistics 19(3): 221–246.CrossrefGoogle Scholar
Eskildsen, S.
(2016) What counts as a developmental sequence? Exemplar-based L2 learning of English questions. Language Learning 65(1): 33–62.CrossrefGoogle Scholar
Folse, K. S.
(2006) The art of teaching speaking: Research and pedagogy for the ESL/EFL classroom. Ann Arbor, MI: University of Michigan Press.CrossrefGoogle Scholar
Fulcher, G.
(2003) Testing second language speaking. Harlow: Pearson Education.Google Scholar
Gass, S. M.
(2013) Input, interaction and the second language learner. New York, NY: Routledge.Google Scholar
Gilabert, R., Manchon, R., & Vasylets, O.
(2017) Mode in theoretical and empirical TBLT research: Advancing research agendas. Annual Review of Applied Linguistics, 36(2016), 117–135.Google Scholar
Housen, A., & Kuiken, F.
(Eds.) (2009) Complexity, accuracy and fluency (CAF) in second language acquisition research. Special issue of Applied Linguistics, 30, 4.Google Scholar
Hughes, R.
(2002) Teaching and research speaking. Harlow: Pearson Education.Google Scholar
Lantolf, J. P., & Poehner, M. E.
(2014) Sociocultural theory and the pedagogical imperative in L2 education. Vygotskian praxis and the theory/practice divide. New York, NY: Routledge.Google Scholar
Leech, G.
(1983) Pragmatics. Harlow: Longman.Google Scholar
Levelt, W. J. M.
(1989) Speaking: From intention to articulation. Cambridge, MA: The MIT PressGoogle Scholar
Lynch, A. J.
forthcoming). Perform, reflect, recycle: Enhancing task repetition in second language speaking classes. In M. Bygate Ed. Learning language through task repetition Amsterdam John Benjamins
Mackey, A.
(Ed.) (2007) Conversational interaction in second language acquisition. Oxford: Oxford University Press.Google Scholar
Markee, N.
(2000) Conversation analysis. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
McDonough, K., & Mackey, A.
(Eds.) (2013) Second language interaction in diverse educational contexts. Amsterdam: John Benjamins CrossrefGoogle Scholar
Norris, J., Davis, JMcE., & Timpe-Laughlin, V.
(2017) Second language educational experiences for adult learners. New York, NY: Routledge.Google Scholar
Oliver, R., & Philp, J.
(2014) Focus on oral interaction. Oxford: Oxford University Press.Google Scholar
Pavlenko, A.
(Ed.) (2011) Thinking and speaking in two languages. Bristol: Multilingual Matters.Google Scholar
Redstone, C., & Cunningham, G.
(2013) Face 2 face, Upper intermediate. Cambridge: Cambridge University Press.Google Scholar
Richards, J. C.
(2008) Teaching listening and speaking. Cambridge: Cambridge University Press.Google Scholar
Samuda, V.
(2001) Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Learning, teaching and assessment. Harlow: Pearson Education.Google Scholar
(2005) Expertise in second language pedagogic task design. In K. Johnson (Ed.), Expertise in language teaching. Houndmills: Palgrave Macmillan CrossrefGoogle Scholar
Seedhouse, P.
(2004) The interactional architecture of the language classroom. New York, NY: WileyGoogle Scholar
Segalowitz, N.
(2010) Cognitive bases of second language fluency. Abingdon: RoutledgeGoogle Scholar
Skehan, P.
(2015) Limited attention capacity and cognition: Two hypotheses regarding second language performance on tasks. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 123–156). Amsterdam: John Benjamins.CrossrefGoogle Scholar
Taylor, L.
(2011) Examining speaking: Research and practice in assessing second language speaking. Cambridge: Cambridge University Press.Google Scholar
Thornbury, S.
(2005) How to teach speaking. Harlow: Pearson Education.Google Scholar
Thornbury, S., & Slade, D.
(2006) Conversation: From description to pedagogy. Cambridge: Cambridge University Press.CrossrefGoogle Scholar
Underhill, N.
(1987) Testing spoken language. Cambridge: Cambridge University Press.Google Scholar
Weissberg, R.
(2007) Connecting speaking and writing in second language writing instruction. Ann Arbor, MI: University of Michigan PressGoogle Scholar
Yule, G.
(1997) Referential communication tasks. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Cited by

Cited by 1 other publications

Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3  pp. 275 ff. Crossref logo

This list is based on CrossRef data as of 04 march 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.