References

References

Ahmadian, M. J. & Tavakoli, M.
(2011) The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35–59. Crossref link
Anderson, J.
(2016) Why practice makes perfect sense: the past, present and potential future of the PPP paradigm in language teacher education. Practice, 19, 14–22.
Bejarano, Y., Levine, T., Olshtain, E., & Steiner, J.
(1997) The skilled use of interaction strategies: Creating a framework for improved small-group communicative interaction in the language classroom. System, 25(2), 203–214. Crossref link
Benson, S. D.
(2016) Task-based language teaching: An empirical study of task transfer. Language Teaching Research, 20(3), 341–365. Crossref link
Bitchener, J.
(2004) The relationship between the negotiation of meaning and language learning: A longitudinal study. Language Awareness, 13(2), 81–95. Crossref link
Bueno-Alastuey, M., & Luque Agulló, G.
(2015) Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books. International Journal of English Studies, 15(2), 17–39. Crossref link
Bygate, M.
(1987) Speaking. Oxford, UK: Oxford University Press.
(2001) Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (2001), Researching Pedagogic Tasks. Second Language Learning, Teaching and Testing (pp. 23–48). Harlow, UK: Pearson Education Limited.
(Ed.) (2015) Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference (Vol. 8). Philadelphia: John Benjamins. Crossref link
(2018) Learning Language through Task Repetition. Amsterdam: John Benjamins. Crossref link
Canale, M.
(1983) From communicative competence to communicative language pedagogy. In Richards, C. and Schmidt, R. W. (Eds). Language and Communication (pp. 2–27). London, UK: Longman.
Celce-Murcia, M.
(2007) Rethinking the role of communicative competence in language teaching. In Soler, E. A. & P. S. Jorda (Eds.), Intercultural language use and language learning (pp. 41–57). Dordrecht, the Netherlands: Springer. Crossref link
Cohen, A. D., Weaver, S. J., & Li, T. Y.
(1996) The impact of strategies-based instruction on speaking a foreign language. University of Minnesota, the Center for Advanced Research on Language Acquisition.
De Bot, K.
(1992) A bilingual production model: Levelt’s speaking model adapted. Applied Linguistics, 13, 1–25.
De Jong, N. H., Steinel, M. P., Florijn, A. F., Schoonen, R., & Hulstijn, J. H.
(2012) Facets of speaking proficiency. Studies in Second Language Acquisition, 34, 4–34. Crossref link
De Jong, N. & Perfetti, C. A.
(2011) Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533–568. Crossref link
DeKeyser, R. M.
(1997) Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19(2), 195–221. Crossref link
Dörnyei, Z.
(1995) On the Teachability of Communication Strategies. TESOL Quarterly, 29(1), 55–85. Crossref link
Dörnyei, Z., & Scott, M.
(1995) Communication strategies: An empirical analysis with retrospection. In J. S. Turley & K. Lusby (Eds.), Selected papers from the proceedings of the 21st Annual Symposium of the Deseret Language and Linguistics Society (pp. 155–168). Provo, US: Brighham Young University.
Doughty, C., & Pica, T.
(1986) “Information gap” tasks: Do they facilitate second language acquisition?. TESOL quarterly, 20(2), 305–325. Crossref link
Dunn, L. L., & Dunn, D. M.
(2007) The Peabody Picture Vocabulary Test (4th. ed.). Bloomington, US: NCS Pearson.
Inspectie van het Onderwijs
(2004) Werk aan de basis. Evaluatie van de basisvorming na vijf jaar [Building the foundation. Evaluation of the foundation curriculum after five years]. De Meern, the Netherlands: Inspectie van het onderwijs.
Eckerth, J.
(2009) Negotiated interaction in the L2 classroom. Language Teaching, 42(1), 109–130. Crossref link
Ellis, R.
(2003) Task-Based Language Learning and Teaching. Oxford, UK: Oxford University Press.
(2006) Current issues in the teaching of grammar: An SLA perspective. Tesol Quarterly, 40(1), 83–107. Crossref link
(2009) Task-based research and language pedagogy. In K. van de Branden, M. Bygate, & J. Norris (Eds.), Task-Based Language Teaching. A reader (pp. 109–129). Amsterdam/Philadelphia, the Netherlands: John Benjamins.
Færch, C., & Kasper, G.
(1983) Strategies in interlanguage communication. London, UK: Longman.
Foster, P.
(1998) A classroom perspective on the negotiation of meaning. Applied linguistics, 19(1), 1–23. Crossref link
Foster, P., & Ohta, A. S.
(2005) Negotiation for meaning and peer assistance in second language classrooms. Applied linguistics, 26(3), 402–430. Crossref link
Fukuta, J.
(2016) Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20(3), 321–340. Crossref link
Gallagher-Brett, A.
(2001) Teaching communication strategies to beginners. The Language Learning Journal 24(1), 53–61. Crossref link
Goh, C. C. M.
(2007) Teaching speaking in the language classroom. Singapore: SEAMEO Regional Language Centre.
Goh, C. C. M., & Burns, A.
(2012) Teaching Speaking. Stuttgart, Germany: Ernst Klett Sprachen.
Griggs, P.
(2005) Assessment of the role of communicative tasks in the development of second language oral production skills. In A. Housen & M. Pierrard (Eds), Investigations in Instructed Second Language Acquisition (pp. 407–433). New York: Mouton de Gruyter.
Hughes, R.
(2002) Teaching and Researching Speaking. Harlow, UK: Pearson Education.
Housen, A., Kuiken, F., & Vedder, I.
(2012) Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (Vol. 32). Herndon, VA: John Benjamins Publishing. Crossref link
Jansma, N., & Pennewaard, L.
(2014) Aansluiting Engels tussen vmbo-tl en mbo. Ervaringen vanuit de onderwijspraktijk [Aligning English in pre-vocational and vocational education. Experiences from the field]. Enschede, the Netherlands: Stichting Leerplan Ontwikkeling.
Johnson, K.
(1996) Language Teaching and Skill Learning. Oxford, UK: Blackwell.
Keck, C., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S.
(2006) Investigating the empirical link between task-based interaction and acquisition. In J. Norris & L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp. 91–131). Herndon, VA: John Benjamins. Crossref link
Kellerman, E.
(1991) Compensatory strategies in second language research: A critique, a revision, and some (non-)implications for the classroom. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood-Smith & M. Swain (Eds.), Foreign/Second Language Pedagogy Research, 142–160. Clevedon, UK: Multilingual Matters.
Kim, Y., & McDonough, K.
(2008) The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211–234. Crossref link
Konishi, K., & Tarone, E.
(2004) English constructions used in compensatory strategies: Baseline data for communicative EFL instruction. In Boxer, D. & Cohen, A. D. (Eds). Studying Speaking to Inform Second Language Learning, 174–198. Clevedon, UK: Multilingual Matters.
Kormos, J.
(2006) Speech production and second language acquisition. London, UK: Routledge.
Kouwenhoven, H., Ernestus, M., & van Mulken, M.
(2016) Communication strategy used by Spanish speakers of English in formal and informal speech. International Journal of Bilingualism, 20(5), 1–20.
Kuiken, F., & Vedder, I.
(2017) Functional adequacy in L2 writing: Towards a new rating scale. Language Testing, 34(3), 321–336. Crossref link
Kurtz, J.
(2011) Breaking through the communicative cocoon: Improvisation in secondary school foreign language classrooms. In R. K. Sawyer (Ed.), Structure and improvisation in creative teaching (pp. 133–161). Cambridge, UK: Cambridge University Press. Crossref link
Lam, W. Y. K.
(2004) Teaching strategy use for oral communication tasks to ESL learners. Leeds, UK: University of Leeds.
(2006) Gauging the effects of ESL oral communication strategy teaching: A multi-method approach. Electronic Journal of Foreign Language Teaching, 3(2), 142–157.
Lam, W., & Wong, J.
(2000) The effects of strategy training on developing discussion skills in an ESL classroom. ELT Journal, 54(3), 245–255. Crossref link
Lambert, C., Kormos, J., & Minn, D.
(2017) Task repetition and second language speech processing. Studies in Second Language Acquisition, 39(1), 167–196. Crossref link
Levelt, W. J. M.
(1999) Producing spoken language: A blueprint of the speaker. In C. M. Brown & P. Hagoort (Eds.), The neurocognition of language (pp. 83–122). Oxford, UK: Oxford University Press.
Liemberg, E., & van Kleunen, E.
(1998) Talen in actie. Eindrapport van een onderzoek naar de rol van de moderne vreemde talen in de BVE-sector [Languages in action. Final report on research into the role of modern foreign languages in vocational and adult education]. Den Bosch, the Netherlands: CINOP/SLO.
Lightbown, P. M.
(2000) Anniversary article. Classroom SLA research and second language teaching. Applied linguistics, 21(4), 431–462. Crossref link
(2008) Transfer appropriate processing as a model for classroom second language acquisition. In Z. Han (Ed.). Understanding Second Language Process (pp. 27–44). Clevedon, UK: Multilingual Matters.
Lightbown, P. M., & Spada, N.
(1990) Focus-on-form and corrective feedback in communicative language teaching. Studies in second language acquisition, 12(4), 429–448. Crossref link
Loewen, S.
(2005) Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27(3), 361–386. Crossref link
Long, M.
(1991) Focus on form: A design feature in methodology. In K. de Bot, R. Ginsberg & C. Kramsch (Eds), Foreign Language Research in Cross-Cultural Perspective (pp. 39–52). Amsterdam: John Benjamins. Crossref link
Long, M. H.
(2007) Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Long, M.
(2015) Second Language Acquisition and Task-Based Language Teaching. Chichester, UK: Wiley Blackwell.
Lourdunathan, J., & Menon, S.
(2005) Developing speaking skills through interaction strategy training. The English Teacher, 34, 1–18.
Lowie, W., Verspoor, M., & van Dijk, M.
(2018) The acquisition of L2 speaking. In R. Alonso Alonso (Ed.) Speaking in a Second Language. AILA Applied Linguistics Series 17. Philadelphia: John Benjamins. Crossref link
Lynch, T., & Maclean, J.
(2001) A case of exercising: Effects of immediate task repetition on learners’ performance. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 141–162). Harlow, UK: Pearson Education Limited.
Lyster, R., & Saito, K.
(2010) Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302. Crossref link
Mackey, A., & Goo, J.
(2007) Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A series of empirical studies (pp. 407–452). Oxford, UK: Oxford University Press.
McDonough, S. H.
(1999) Learner strategies. Language Teaching, 32(1), 1–18. Crossref link
McNamara, T. F.
(1997) ‘Interaction’ in second language performance assessment: Whose performance? Applied Linguistics, 18(4), 446–466. Crossref link
Meara, P., & Fitzpatrick, T.
(2000) Lex30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19–30. Crossref link
Nakatani, Y.
(2005) The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal, 89(1), 76–91. Crossref link
Naughton, D.
(2006) Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal, 90(2), 169–184. Crossref link
Norris, J. M., & Ortega, L.
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. Crossref link
O’Malley, J. M., & Chamot, A. U.
(1990) Learning Strategies in Second Language Acquisition. Cambridge, UK: Cambridge University Press. Crossref link
Pica, T., Kanagy, R., & J. Falodun
(2009) Choosing and using communication tasks for second language instruction. In K. van den Branden, M. Bygate, & J. Norris, (Eds.), Task-Based Language Teaching. A reader (pp. 171–192). Amsterdam, the Netherlands: John Benjamins.
Poulisse, N.
(1993) A theoretical account of lexical communication strategies. In Schreuder, R. & Weltens, B. The Bilingual Lexicon (pp. 157–189). Amsterdam, the Netherlands: John Benjamins. Crossref link
Rabab’ah, G.
(2016) The effect of communication strategy training on the development of EFL learners’ strategic competence and oral communicative ability. Journal of psycholinguistic research, 45(3), 625–651. Crossref link
Révész, A., Ekiert, M., & Torgersen, E. N.
(2014) The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance. Applied Linguistics, 37(6), 828–848.
Rossiter, M.
(2003) “It’s Like Chicken but Bigger”: Effects of Communication Strategy in the ESL Classroom. Canadian Modern Language Review, 60(2), 105–121. Crossref link
Saito, K., & Lyster, R.
(2012) Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62(2), 595–633. Crossref link
Sample, E., & Michel, M.
(2015) An exploratory study into trade-off effects of complexity, accuracy, and fluency on young learners’ oral task repetition. TESL Canada Journal, 31(8), 23–46. Crossref link
Sayer, P.
(2005) An Intensive Approach to Building Conversational Skills. ELT Journal, 59(1), 14–22. Crossref link
Scullen, M. E., & Jourdain, S.
(2000) The effect of explicit training on successful circumlocution: A classroom study. In J. F. Lee and A. Valdman (Eds.) Form and meaning: Multiple perspectives (pp. 231–253). Boston MA: Heinle & Heinle.
Segalowitz, N., & Lightbown, P. M.
(1999) Psycholinguistic approaches to SLA. Annual Review of Applied Linguistics, 19, 43–63. Crossref link
Shehadeh, A., & Coombe, C. A.
(Eds.) (2012) Task-based language teaching in foreign language contexts: Research and implementation (Vol. 4). Herndon, VA: John Benjamins. Crossref link
Skehan, P.
(1996) Second language acquisition research and task-based instruction. In J. Willis & D. Willis (Eds.), Challenge and Change in Language Teaching (pp. 17–30). Oxford, UK: Heinemann.
Schmidt, R.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11, 127–158. Crossref link
Sheen, R.
(2005) Focus on forms as a means of improving accurate oral production. In A. Housen & M. Pierrard (Eds), Investigations in Instructed Second Language Acquisition (pp. 271–310). New York: Mouton de Gruyter.
Spada, N.
(2011) Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching, 44(2), 225–236. Crossref link
Spada, N., Jessop, L., Tomita, Y., Suzuki, W., & Valeo, A.
(2014) Isolated and integrated form-focused instruction: Effects on different types of L2 knowledge. Language Teaching Research, 18(4), 453–473. Crossref link
Storch, N., & Aldosari, A.
(2013) Pairing learners in pair work activity. Language Teaching Research, 17(1), 31–48. Crossref link
Swain, M.
(1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.). Input in Second Language Acquisition (pp. 235–252). Rowley, MA: Newbury House Publishers.
UNESCO
(2012) International Standard Classification of Education. ISCED 2011. Montreal, Canada: UNESCO Institute for Statistics.
Van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., & de Jong, N. H.
(2016) Measuring L2 speakers’ interactional ability using interactive speech tasks. Language Testing, 35(1), 75–100. Crossref link
Van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J., Fukkink, R. G. & de Jong, N. H.
(2019) Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect. Modern Language Journal (first view). Crossref link
Van de Guchte, M., Braaksma, M., Rijlaarsdam, G., & Bimmel, P.
(2015) Learning new grammatical structures in task-based language learning: The effects of recasts and prompts. The Modern Language Journal, 99(2), 246–262. Crossref link
Van de Guchte, M., & Rijlaarsdam, G.
(2018) Chatten in taakgericht MVT onderwijs: Effect op doeltaalgebruik en ervaringen van leerlingen. [Chatting in task-based Modern Foreign Language education: effects on target language use and learner experiences]. Levende Talen Tijdschrift, 19 (4), 3–14.
Wang, Z.
(2014) On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. In P. Skehan, (Ed.), Processing Perspectives on Task Performance (pp. 27–61). Herndon, VA: John Benjamins. Crossref link
Weir, C. J.
(2005) Language testing and validation. an evidence-based approach. Houndgrave, UK: Palgrave MacMillan. Crossref link
Widodo, H. P.
(2016) Teaching English for Specific Purposes (ESP): English for Vocational Purposes (EVP). In W. Renandya & H. P. Widodo (Eds.), English language teaching in Asia: Building a closer link between theory and practice (pp. 277–291). New York: Springer.
Willis, J.
(1996) A Framework for Task-based Learning. Harlow, UK: Longman.
Yule, G., & Powers, M.
(1994) Investigating the communicative outcomes of task-based interaction. System, 22(1), 81–91. Crossref link
Cited by

Cited by other publications

VAN BATENBURG, ELINE S. L., RON J. OOSTDAM, AMOS J. S. VAN GELDEREN, RUBEN G. FUKKINK & NIVJA H. DE JONG
2019. Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect. The Modern Language Journal 103:1  pp. 308 ff. Crossref logo

This list is based on CrossRef data as of 14 june 2020. 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.