Article published In:
TASK
Vol. 1:1 (2021) ► pp.4770
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, 151, 35–59. DOI logoGoogle Scholar
Breen, M. P., & Candlin, C. N.
(1980) The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89–112. DOI logoGoogle Scholar
Bryfonski, L., & McKay, T. H.
(2019) TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 231, 603–632. DOI logoGoogle Scholar
Bygate, M.
(2020) Some directions for the possible survival of TBLT as a real world project. Language Teaching, 531, 275–288. DOI logoGoogle Scholar
Carless, D.
(2012) TBLT in EFL settings: Looking back and moving forward. In A. Shehadeh & C. A. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 345–358). John Benjamins. DOI logoGoogle Scholar
Crookes, G.
(1998) On the relationship between second and foreign language teachers and research. TESOL Journal, 71, 6–11.Google Scholar
DeKeyser, R.
(2015) Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 94–112). Routledge.Google Scholar
Doughty, C., & Pica, T.
(1986) ‘Information gap’ tasks: Do they facilitate second language acquisition? TESOL Quarterly, 20(2), 305–325. DOI logoGoogle Scholar
Dubreil, S.
(2020) Using games for language learning in the age of social distancing. Foreign Language Annals, 531, 250–259. DOI logoGoogle Scholar
Ellis, N.
(2005) At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305–352. DOI logoGoogle Scholar
Ellis, R.
(2003) Task-based language learning and teaching. Oxford University Press.Google Scholar
(2005) Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 271, 141–172. DOI logoGoogle Scholar
(2009) The differential effects of three types of planning on fluency, complexity and accuracy in L2 oral production. Applied Linguistics, 301, 474–509. DOI logoGoogle Scholar
(2017) Task-based language teaching. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 108–145). Routledge. DOI logoGoogle Scholar
(2019) Towards a modular language curriculum for using tasks. Language Teaching Research, 231, 454–475. DOI logoGoogle Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C.
(2020) Task-based language teaching: Theory and practice. Cambridge University Press.Google Scholar
Erlam, R.
(2016) ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 201, 279–299. DOI logoGoogle Scholar
Gacs, A., Goertler, S., & Spasova, S.
(2020) Planned online language education versus crisis-prompted online language teaching: Lessons for the future. Foreign Language Annals, 531, 380–392. DOI logoGoogle Scholar
Gass, S. M., & Mackey, A.
(2015) Input, interaction, and output in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 180–206). Routledge.Google Scholar
González-Lloret, M.
(2020a) Collaborative tasks for online language teaching. Foreign Language Annals, 531, 260–269. DOI logoGoogle Scholar
(2020b) Using technology-mediated tasks in second language acquisition. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts (pp. 65–81). Multilingual Matters.Google Scholar
Guillén, G., Sawin, T., & Avineri, N.
(2020) Zooming out of the crisis: Language and human collaboration. Foreign Language Annals, 531, 320–328. DOI logoGoogle Scholar
Gurzynski-Weiss, L. & Baralt, M.
(2014) Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes. Studies in Second Language Acquisition, 351, 1–28. DOI logoGoogle Scholar
Han, Z., & Nassaji, H.
(2019) Introduction: A snapshot of thirty-five years of instructed second language acquisition. Language Teaching Research, 231, 393–402. DOI logoGoogle Scholar
Harmer, J.
(2015) The practice of English language teaching (5 ed.). Person Education.Google Scholar
Housen, A., & Pierrard, M.
(2005) Investigations in instructed second language acquisition. Mouton de Gruyter. DOI logoGoogle Scholar
Ji, Y., & Pham, T.
(2020) Implementing task-based language teaching (TBLT) to teach grammar in English classes in China: Using design-based research to explore challenges and strategies. Innovation in Language Learning and Teaching, 141, 164–177. DOI logoGoogle Scholar
Kang, E. Y., Sok, S., & Han, Z. H.
(2019) Thirty-five years of ISLA on form-focused instruction: A meta-analysis. Language Teaching Research, 23(4), 428–453. DOI logoGoogle Scholar
Keck, C., Iberri-Shea, N., Tracy-Ventura, N., & Wa-Mbaleka, S.
(2006) Investigating the empirical link between task-based interaction and acquisition: A meta-analysis. In J. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 91–131). John Benjamins. DOI logoGoogle Scholar
Kessler, M., Loewen, S., & Trego, D.
(2020) Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy. Language Teaching Research, Early View. DOI logoGoogle Scholar
Kobayashi Hillman, K., & Long, M. H.
(2020) A task-based needs analysis for US foreign service officers: The challenge of the Japanese celebration speech. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts (pp. 123–145). Multilingual Matters.Google Scholar
Lambert, C., & Oliver, R.
(2020) Introduction: Tasks in context. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts (pp. 1–10). Multilingual Matters.Google Scholar
Lambert, C.
(2020) Frameworks in using tasks in second language instruction. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts (pp. 13–32). Multilingual Matters.Google Scholar
Lantolf, J. P., Thorne, S. L., & Poehner, M. E.
(2015) Sociocultural theory and second language development. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 207–226). Routledge.Google Scholar
Leow, R. P.
(2019) ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues. Language Teaching Research, 231, 476–493. DOI logoGoogle Scholar
Lightbown, P. M.
(1985) Great expectations: Second-language acquisition research and classroom teaching. Applied Linguistics, 6(2), 173–189. DOI logoGoogle Scholar
Loewen, S.
(2005) Incidental focus on form and second language learning. Studies in Second Language Acquisition, 271, 361–386. DOI logoGoogle Scholar
(2020) Introduction to instructed second language acquisition (2nd ed.). Routledge. DOI logoGoogle Scholar
Loewen, S., & Sato, M.
(2017) The Routledge handbook of instructed second language acquisition. Routledge. DOI logoGoogle Scholar
(2018) State-of-the-arts article: Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329. DOI logoGoogle Scholar
Long, M. H.
(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). John Benjamins. DOI logoGoogle Scholar
(1996) The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of research on language acquisition (Vol. 21, pp. 413–468). Academic Press. DOI logoGoogle Scholar
(2015) Second language acquisition and task-based language teaching. Wiley-Blackwell.Google Scholar
(2017) Instructed second language acquisition (ISLA): Geopolitics, methodological issues, and some major research questions. Instructed Second Language Acquisition 11, 7–44. DOI logoGoogle Scholar
Marsden, E., & Kasprowicz, R.
(2017) Foreign language educators’ exposure to research: Reported experiences, exposure via citations, and a proposal for action. The Modern Language Journal, 101(4), 613–642. DOI logoGoogle Scholar
Michel, M.
(2017) Complexity, accuarcy, and fluency in L2 production. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 50–68). Routledge. DOI logoGoogle Scholar
Norris, J., & Ortega, L.
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. DOI logoGoogle Scholar
Nunan, D.
(1989) Hidden agendas: The role of the learner in programme implementation. In R. Johnson (Ed.), The second language curriculum (pp. 176–186). Cambridge University Press. DOI logoGoogle Scholar
Paran, A.
(2017) ‘Only connect’: researchers and teachers in dialogue. ELT Journal, 71(4), 499–508. DOI logoGoogle Scholar
Prabhu, N. S.
(1987) Second language pedagogy (Vol. 20). Oxford University Press.Google Scholar
Reinders, H., & Stockwell, G.
(2017) Computer-assisted SLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 361–376). Routledge. DOI logoGoogle Scholar
Révész, A.
(2012) Task complexity, focus on L2 constructions, and individual differences: A classroom-based study. Modern Language Journal, 951, 437–470. DOI logoGoogle Scholar
Richards, J. C., & Rodgers, T. S.
(2014) Approaches and methods in language teaching (3 ed.). Cambridge University Press.Google Scholar
Robinson, P.
(2015) The cognition hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In Bygate, M. (Ed.), Domains and directions in the development of TBLT (pp. 87–122). John Benjamins. DOI logoGoogle Scholar
Sato, M., & Loewen, S.
(2019) Do teachers care about research? The research-pedagogy dialogue. ELT Journal, 73(1), 1–10. DOI logoGoogle Scholar
Scheffler, P., & Cincała, M.
(2011) Explicit grammar rules and L2 acquisition. ELT Journal, 65(1), 13–23. DOI logoGoogle Scholar
Shehadeh, A.
(2012) Broadening the perspective of task-based language teaching scholarship: The contribution of research in foreign language contexts. In A. Shehadeh & C. A. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 1–20). John Benjamins. DOI logoGoogle Scholar
Skehan, P.
(1996) Second language acquisition research and task-based instruction. In E. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 17–30). Heinemann.Google Scholar
(2016) Tasks versus conditions: Two perspectives on task research and their implications for pedagogy. Annual Review of Applied Linguistics, 361, 34–49. DOI logoGoogle Scholar
(2018) Second language task-based performance: Theory, research, and assessment. Routledge. DOI logoGoogle Scholar
Skehan, P., & Luo, S.
(2020) Developing a task-based approach to assessment in an Asian context. System, 901. DOI logoGoogle Scholar
Spada, N.
(1997) Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30(2), 73–87. DOI logoGoogle Scholar
Spada, N., & Lightbown, P.
(2008) Form-focused instruction: Isolated or integrated? TESOL Quarterly, 421, 181–207. DOI logoGoogle Scholar
Swan, M.
(2005) Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 26(3), 376–401. DOI logoGoogle Scholar
Van den Branden, K., Bygate, M., & Norris, J.
(Eds.) (2009) Task-based language teaching: A reader. John Benjamins. DOI logoGoogle Scholar
VanPatten, B.
(2017) Situating instructed language acquisition: Facts about second language acquisition. Instructed Second Language Acquisition, 1(1), 45–60. DOI logoGoogle Scholar
VanPatten, B., & Williams, J.
(2015) Introduction: The nature of theories. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 1–16). Routledge.Google Scholar
Vygotsky, L.
(1978) Mind in society: The development of higher psychological processes. Havard University Press.Google Scholar
Ziegler, N.
(2016) Synchronous computer-mediated communication and interaction: A meta-analysis. Studies in Second Language Acquisition, 38(3), 553–586. DOI logoGoogle Scholar
Cited by

Cited by 4 other publications

Dao, Phung & Masatoshi Sato
2021. Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours. Language Teaching Research 25:6  pp. 972 ff. DOI logo
Li, Hongyu & Nathan Thomas
2023. Chinese EFL teachers’ understandings and implementation of task-based language teaching. TASK. Journal on Task-Based Language Teaching and Learning 3:2  pp. 305 ff. DOI logo
Loewen, Shawn
2022. Functional adequacy, task-based language teaching and instructed second language acquisition. TASK. Journal on Task-Based Language Teaching and Learning 2:1  pp. 137 ff. DOI logo
Taglieber, Johanna, Corinna Pieber, Suzanne Kapelari, Wolfgang Dür & Barbara Hinger

This list is based on CrossRef data as of 20 march 2024. 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.