Article published in:
Vol. 1:2 (2021) ► pp. 155161
Ahmadian, M. J., & Long, M. H.
(eds.) (2021) The Cambridge Handbook of Task-Based Language Teaching. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Bryfonski, L., & McKay, T. H.
(2017) TBLT implementation and evaluation: A meta-analysis. Language Teaching Research, 231, 603–632. CrossrefGoogle Scholar
Ellis, N.
(2017) Salience in usage-based SLA. In S. Gass, P. Spinner, & J. Behney. (Eds.), Salience in second language acquisition (pp. 21–40). Routledge. CrossrefGoogle Scholar
Jordan, G., & Long, M. H.
to appear). English Language Teaching for Adults. The way it is now, and the way it could be. Cambridge Scholars.
Long, M. H.
(1981) Input, interaction and second language acquisition. In H. Winitz. (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences, 379 1, 259–78. CrossrefGoogle Scholar
(1983) Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5 (2), 177–93. CrossrefGoogle Scholar
(1985) A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann. (Eds.), Modeling and assessing second language development (pp. 77–99). Multilingual Matters.Google Scholar
(1990) Maturational constraints on language development. Studies in Second Language Acquisition 12, 3, 251–85.Google Scholar
(1991a) Focus on form: A design feature in language teaching methodology. In K. de Bot, R. B. Ginsberg, & C. Kramsch. (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). John Benjamins. CrossrefGoogle Scholar
(1991b) The design and psycholinguistic motivation of research on foreign language learning. In B. Freed. (Ed.), Foreign language acquisition research and the classroom (pp. 309–320). D. C. Heath.Google Scholar
(ed.) (2005) Second language needs analysis. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2007) Problems in SLA. Lawrence Erlbaum Associates.Google Scholar
(2013a) Maturational constraints on child and adult SLA. In G. Granena & M. H. Long. (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 3–41). John Benjamins. CrossrefGoogle Scholar
(2013b) Some implications of research findings on sensitive periods in language learning for educational policy and practice. In G. Granena & M. H. Long. (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 259–271). John Benjamins. CrossrefGoogle Scholar
(2015) Second language acquisition and Task-Based Language Teaching. Oxford: Wiley-Blackwell.Google Scholar
(2020) Enhanced incidental and implicit L2 acquisition for international students. In S. Rastelli & C. Bagna. (Eds.), Manifesto per l’insegnamiento della lengua italiana agli student internazionali. Otto commenti (pp. 23–41). Ospedaletto-Pisa.Google Scholar
2021). The L in TBLT. In M. J. Ahmadian & M. H. Long Eds. The handbook of task-based language teaching Cambridge University Press
Long, M. H., & Crookes, G.
(1993) Units of analysis in syllabus design: The case for task. In G. Crookes & S. M. Gass. (Eds.), Tasks in pedagogical context. Integrating theory and practice (pp. 9–54). Multilingual Matters.Google Scholar
Long, M. H., & Porter, P.
(1985) Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19 (2), 207–27. CrossrefGoogle Scholar
Long, M. H., & Robinson, P.
(1998) Focus on form: Theory, research and practice. In C. J. Doughty & J. Williams. (Eds.), Focus on form in second language acquisition (pp. 15–41). Cambridge University Press. Reprinted in Ortega, L. (Ed.) (2011) Second language acquisition: Critical concepts in linguistics. Routledge.Google Scholar
Long, M. H., & Ross, S.
(2009) Input elaboration: a viable alternative to “authentic” and simplified texts. In Namai, K., & Fukada, Y. (eds.), Toward the fusion of language, culture and education: From the persepectives of international and interdisciplinary research. A feschrift for Yasukata Yano. (pp. 307–25). Tokyo: Kaitakusha.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. 3–37). Amsterdam, the Netherlands: John Benjamins.Google Scholar
Yano, Y., Long, M. H., & Ross, S.
(1994) The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning 44, 2, 189–219. CrossrefGoogle Scholar