Lourdes Ortega

List of John Benjamins publications for which Lourdes Ortega plays a role.



Usage-inspired L2 Instruction: Researched pedagogy

Edited by Andrea E. Tyler, Lourdes Ortega, Mariko Uno and Hae In Park

[Language Learning & Language Teaching, 49] 2018. xvii, 324 pp.
Subjects Applied linguistics | Language acquisition | Language teaching | Multilingualism
Subjects Cognition and language | Language acquisition | Psycholinguistics | Theoretical linguistics

Technology-mediated TBLT: Researching Technology and Tasks

Edited by Marta González-Lloret and Lourdes Ortega

[Task-Based Language Teaching, 6] 2014. vi, 336 pp.
Subjects Applied linguistics | Language acquisition | Language teaching

Synthesizing Research on Language Learning and Teaching

Edited by John M. Norris and Lourdes Ortega

[Language Learning & Language Teaching, 13] 2006. xiv, 350 pp.
Subjects Applied linguistics | Language acquisition | Language teaching


González-Lloret, Marta and Lourdes Ortega 2018 Chapter 8. Pragmatics, tasks, and technology: A synergyTask-Based Approaches to Teaching and Assessing Pragmatics, Taguchi, Naoko and YouJin Kim (eds.), pp. 192–214
This chapter explores the relationship among pragmatics, tasks, and technology when the goal is to support the development of pragmatics in a new language (L2). We view L2 pragmatic competence as culturally and situationally specific and inseparable from authentic communication, which encompasses… read more | Chapter
It is well known that many L2 users overpassivize unaccusatives. The same L2 users may also be reluctant to accept constructions with unaccusative meanings. We examined the responses from 56 L2 users of English on a scaled grammaticality judgment task. We predicted that performance would be… read more | Chapter
Tyler, Andrea E. and Lourdes Ortega 2018 Chapter 14. Usage-inspired L2 instruction: Some reflections and a heuristicUsage-inspired L2 Instruction: Researched pedagogy, Tyler, Andrea E., Lourdes Ortega, Mariko Uno and Hae In Park (eds.), pp. 315–321
The work gathered in this collection suggests that usage-inspired second language (L2) instruction is beginning to take hold in instructed second language acquisition (SLA) and has a bright future as a researched pedagogy in support of adult L2 learning and multilingualism. In this closing chapter,… read more | Chapter
Tyler, Andrea E. and Lourdes Ortega 2018 Chapter 1. Usage-inspired L2 instruction: An emergent, researched pedagogyUsage-inspired L2 Instruction: Researched pedagogy, Tyler, Andrea E., Lourdes Ortega, Mariko Uno and Hae In Park (eds.), pp. 3–26
A new ethos for second language (L2) instruction is offered in this volume, one that gathers key instructed second language acquisition (SLA) scholars around usage-based perspectives grounded in over twenty years of exciting discoveries in psychology, psycholinguistics, cognitive science,… read more | Chapter
Ortega, Lourdes and ZhaoHong Han 2017 IntroductionComplexity Theory and Language Development: In celebration of Diane Larsen-Freeman, Ortega, Lourdes and ZhaoHong Han (eds.), pp. 1–10
In this chapter we survey areas of current interest in the use of technology for taskbased language teaching (TBLT) purposes and identify promising directions for pedagogy and research. We begin by reviewing the two vibrant topics of interaction and cognitive task complexity. We conclude that… read more | Article
González-Lloret, Marta and Lourdes Ortega 2014 Chapter 1. Towards technology-mediated TBLT: An introductionTechnology-mediated TBLT: Researching Technology and Tasks, González-Lloret, Marta and Lourdes Ortega (eds.), pp. 1–22
Computer and online-communication technologies have given rise to new tasks in the real world. The present collection* is based on two premises: (a) that rapid digital technological change fuels constant transformations in learning and language use, continually creating new language education… read more | Article
This chapter examines the development of English negation through the diverse theoretical lenses that have been applied to this phenomenon over 40 years of interlanguage research. Depending on the theory, L2 learners are imagined to have different learning tasks: from traversing negation stages or… read more | Chapter
This final chapter explores main themes in the book and offers readers some critical points to ponder. I first highlight the intellectual and disciplinary influences which converge into the three dimensions that motivate the book – learning to write (LW) and writing to learn content (WLC) or… read more | Article
Ortega, Lourdes 2009 Chapter 14. What do learners plan? Learner-driven attention to form during pre-task planningTask-Based Language Teaching: A reader, Van den Branden, Kris, Martin Bygate and John M. Norris (eds.), pp. 301–332
Ortega, Lourdes and Eve Zyzik 2008 Online interactions and L2 Learning: Some ethical challenges for L2 researchersMediating Discourse Online, Magnan Pierce, Sally (ed.), pp. 331–355
Norris, John M. and Lourdes Ortega 2006 1. The value and practice of research synthesis for language learning and teachingSynthesizing Research on Language Learning and Teaching, Norris, John M. and Lourdes Ortega (eds.), pp. 1–50