Article published in:
Language Teaching for Young Learners
Vol. 2:1 (2020) ► pp. 427
References
Bygate, M.
(2018) Learning through task repetition. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Cekaite, A.
(2007) A child’s development of interactional competence in a Swedish L2 classroom. Modern language Journal, 91, 45–62. CrossrefGoogle Scholar
(2017) What makes a child a good language learner? Interactional competence, identity and immersion in a Swedish classroom. Annual Review of Applied Linguistics, 371, 45–61. CrossrefGoogle Scholar
Clark, E.
(1993) The lexicon in acquisition. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Duran, G. & Ramaut, G.
(2006) Tasks for absolute beginners and beyond: Developing and sequencing tasks at basic proficiency levels. In K. Van den Branden (Ed.), Task-based language education: From theory to practice (pp. 47–75). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Ellis, N.
(2002) Frequency effects in language processing. Studies in Second Language Acquisition, 24(2), 143–188. CrossrefGoogle Scholar
Ellis, R.
(1984) Formulaic speech in early classroom second language development. In J. Handscombe, R. Orem, & B. Taylor (Eds.), On TESOL’83: The question of context (pp. 53–66). Washington DC: TESOL.Google Scholar
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar
(2001) Non-reciprocal tasks, comprehension and second language acquisition. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks second language learning, teaching and testing (pp. 49–74). Harlow: Longman Pearson.Google Scholar
(2008) The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.Google Scholar
(2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 191, 221–246. CrossrefGoogle Scholar
(2018) Towards a modular language curriculum for using tasks. Language Teaching Research. CrossrefGoogle Scholar
Ellis, R., & He, X.
(1999) The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 211, 285–310. CrossrefGoogle Scholar
Ellis, R., & Heimbach, R.
(1997) Bugs and birds: Children’s acquisition of second language vocabulary through interaction. System, 251, 247–259. CrossrefGoogle Scholar
Ellis, R., & Shintani, N.
(2014) Exploring language pedagogy through second language acquisition research. Abingdon: Routledge.Google Scholar
Ellis, R., Tanaka, Y., & Yamazaki, A.
(1994) Classroom interaction, comprehension and the acquisition of word meanings. Language Learning, 441, 449–91. CrossrefGoogle Scholar
Erlam, R., & Ellis, R.
(2018) Task-based language teaching for beginner-level learners of L2 French: An exploratory study. Canadian Modern Language Review, 74(1), 1–26. CrossrefGoogle Scholar
Klein, W., & Perdue, C.
(1997) The basic variety (or: Couldn’t natural languages be much simpler?). Second Language Research, 13(4), 301–347. CrossrefGoogle Scholar
Lightbown, P.
(2016) From language learner to language learning researcher. In R. Ellis (Ed.), Becoming and being an applied linguist (pp. 175–212). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Littlewood, W.
(2007) Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 401, 243–249. CrossrefGoogle Scholar
Lai, C., Zhao, Y., & Wang, J.
(2012) Task-based language teaching in online ab initio foreign language classrooms. Modern language Journal 95(Supplementary Issue), 81–103.Google Scholar
Long, M.
(1983) Native-speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 41, 126–41. CrossrefGoogle Scholar
(1991) Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). Amsterdam: John Benjamins. CrossrefGoogle Scholar
(1996) The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 121–158). San Diego, CA: Academic Press.Google Scholar
(2015) Second language acquisition and task-based language teaching. Malden, MA: Wiley Blackwell.Google Scholar
Long, M. H.
(2016) In defence of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 361, 5–33. CrossrefGoogle Scholar
Long, M., & Robinson, P.
(1998) Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15–63). Cambridge: Cambridge University PressGoogle Scholar
Oliver, R., & Azakarai, A.
(2017) Review of child second language acquisition (SLA): Examining theories and research. Annual Review of Applied Linguistics, 371, 62–76. CrossrefGoogle Scholar
Pinter, A.
(2015) Task-based learning with children. In J. Bland (Ed.), Teaching English to young learners. London: Bloomsbury.Google Scholar
Prabhu, V. S.
(1987) Second language pedagogy. Oxford: Oxford University Press.Google Scholar
Richards, J., Platt, J., & Weber, H.
(1985) Longman dictionary of applied linguistics. Harlow: Longman.Google Scholar
Robinson, P.
(2011) Second language task complexity, the Cognition Hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 3–38). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Samuda, V., & M. Bygate
(2008) Tasks in second language learning. Houndmills: Palgrave MacMillan. CrossrefGoogle Scholar
Saville-Troike, M.
(1988) Private speech: Evidence for second language learning strategies during the ‘silent’ period. Journal of Child Language, 15(3), 567–90. CrossrefGoogle Scholar
Shintani, N.
(2012) Repeating input-based tasks with young beginner learners. RELC Journal, 43(1), 39–51. CrossrefGoogle Scholar
(2016) Input-based tasks in foreign language instruction for young learners. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Shintani, N., & Ellis, R.
(2010) The incidental acquisition of plural-s by Japanese children in comprehension-based lessons: A process-product study. Studies in Second Language Acquisition, 32(4), 607–637. CrossrefGoogle Scholar
Swan, M.
(2005) Legislating by hypothesis: The case of task-based instruction. Applied Linguistics, 261, 376–401. CrossrefGoogle Scholar
Willis, J.
(1996) A framework for task-based learning. Harlow: Longman.Google Scholar
Willis, D., & Willis, J.
(2007) Doing task-based teaching. Oxford: Oxford University Press.Google Scholar

Full-text

Task-based language teaching for beginner-level young learners
Cited by

Cited by 2 other publications

AKBANA, Yunus Emre & Aysun YAVUZ
2021. English As a Foreign Language Learners’ and Their Teacher’s Feedback on Form Focused Instruction. Eğitimde Kuram ve Uygulama Crossref logo
Ariatna & Rod Ellis
2021. A case study of one teacher’s introduction to task-based language teaching. Language Teaching for Young Learners 3:1  pp. 137 ff. Crossref logo

This list is based on CrossRef data as of 10 april 2022. 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.