Chapter published in:Task-Based Approaches to Teaching and Assessing Pragmatics
Edited by Naoko Taguchi and YouJin Kim
[Task-Based Language Teaching 10] 2018
► pp. 2–24
Alcón-Soler, E., & Martínez-Flor, A.
(2008) Investigating pragmatics in foreign language learning, teaching and testing. Bristol: Multilingual matters.
Brunfaut, T., & Révész, A.
Ed. (in press) Learning language through task repetition. Amsterdam: John Benjamins.
Bygate, M., Skehan, P., & Swain, M.
(Eds.) (2001) Researching pedagogic tasks: Second language learning, teaching and testing. London: Longman.
(2004) Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38, 639–662.
(2007) The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35, 595-608.
Candlin, C. N.
(1987) Towards task-based language learning. In C. N. Candlin and D. F. Murphy (eds.). Language learning tasks (pp. 5–22). London: Prentice Hall.
Chaudron, C., Doughty, C. J., Kim, Y., Kong, D., Lee, J., Lee, Y., Long, M., Rivers, R., & Urano, K.
(2016) Request modification in synchronous computer-mediated communication: The role of focused instruction. Modern Language Journal, 100, 484–507.
Cunningham, J., & Vyatkina, N.
(2017) Research intro practice: The task-based approach to instructed second language acquisition. Language Teaching, 50, 412–424.
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.
(2017) Moving task-based language teaching forward. Language Teaching, 50, 507–526.
Ellis, R., & Shintani, N.
(2014) Exploring language pedagogy through second language acquisition research. London: Routledge.
Eslami-Rasekh, Z., Eslami-Rasekh, A., & Fatahi, A.
(2004) The effect of explicit metapragmatic Instruction on speech act awareness of advanced EFL students. TESL EJ, 8, 1–12.
Fukuya, Y., & Martinez-Flor, A.
Gurzynski-Weiss, L., Long, A., & Solon, M.
(2017) TBLT and L2 pronunciation: Do the benefits of tasks extend beyond grammar and lexis? Studies in Second Language Acquisition, 39, 213–224.
Houck, N., & Tatsuki, D.
(2011) Pragmatics from research to practice: New directions. Alexandria, VA: TESOL.
Ishihara, N., & Cohen, A. D.
(2010) Teaching and learning pragmatics: Where language and culture meet. Harlow: Pearson Longman.
(2009) Development of the use of Japanese sentence-final particles through email correspondence. In N. Taguchi (Ed.), Pragmatic competence (pp. 301–333). Berlin: Mouton de Gruyter.
Kasper, G., & Dahl, M.
Kasper, G., & Rose, K.
(2002) Pragmatic development in a second language. Oxford: Blackwell.
(2015) The role of tasks as vehicles for learning in classroom interaction. In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 163–181). Malden, MA: Wiley-Blackwell.
Kim, Y., Jung, Y., & Tracy-Ventura, N.
(2017) Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51, 632–660.
Kim, Y., & Taguchi, N.
(2016) Learner-learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49, 42–57.
Lantolf, J., & Thorne, S. L.
(2007) Sociocultural theory and second language learning. In. B. Van Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 201–224). Mahwah, NJ: Lawrence Erlbaum Associates.
Larsen-Freeman, D., & Anderson, M.
(2011) Techniques and principles in language teaching. Oxford: Oxford University Press.
(1981) Communicative language teaching: An introduction. Cambridge: Cambridge University Press.
(1985) A role of instruction in second language acquisition: Task based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77–99). Clevedon: Multilingual Matters.
(2015) Second language acquisition and task-based language teaching. Malden, MA: Wiley Blackwell.
(2016) In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.
Long, M., & Crookes, G.
(1993) Units of analysis in syllabus design: The case for task. In G. Crookes & S. Gass (Eds.), Tasks in pedagogical contexts: Integrating theory and practice (pp. 9–54). Clevedon: Multilingual Matters.
Louw, K. J., Derwing, T. M., & Abbott, M. L.
(2008) The effect of an inductive-deductive teaching approach to develop learners’ use of request modifiers in the EFL classroom. In E. Alcon-Soler (Ed.), Learning how to request in an instructed language learning context (pp.191–225). Bern: Peter Lang.
Nguyen, T., Pham, T., & Pham, M.
Norris, J. M.
(2016) Current uses for task-based language assessment. Annual Review of Applied Linguistics, 36, 230–244.
Norris, J. M., Brown, J. D., Hudson, T., & Yoshioka, J.
(1998) Designing second language performance assessments (Technical Report #18). Honolulu, HI: University of Hawai’i, Second Language Teaching and Curriculum Center.
Plonsky, L., & Kim, Y.
(2016) Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics, 36, 73–97.
Prabhu, N. S.
(1987) Second language pedagogy. Oxford: Oxford University Press.
Richards, J. C.
(2006) Communicative language teaching today. Cambridge: Cambridge University Press.
Richards, J., & Rodgers, T.
(2010) Approaches and methods in language teaching (2nd ed.) Cambridge: Cambridge University Press.
Ross, S., & Kasper, G.
Safont, M. P.
(2004) An analysis of EAP learners’ pragmatic production: A focus on request forms. Ibérica, 8, 23–39.
(2015) Tasks, design, and the architecture of pedagogical spaces. In M. Bygate (ed.). Domains and directions in the development of TBLT: A decade of plenaries from the international conference. (pp. 271–302).
Samuda, V., & Bygate, M.
(2008) Tasks in second language learning. Houndmills: Palgrave.
Sardegna, V. G., & Molle, D.
(2012) Task-based language assessment: Components, development and implementation. In Coombe, C., O’Sullivan, B., Stoynoff, S. (eds.): The Cambridge Guide to Second Language Assessment (pp. 156–163). Cambridge University Press.
(2016) Input-based tasks in foreign language instruction for young learners. Amsterdam: John Benjamins.
Storch, N., & Aldosari, A.
Swain, M., & Lapkin, S.
Taguchi, N., & Kim, Y.
(2016) Collaborative dialogue in learning pragmatics: Pragmatic-related episodes as an opportunity for learning request-making. Applied Linguistics, 26, 416–437.
Taguchi, N., Li, Q., & Tang, X.
(2017) Learning Chinese formulaic expressions in a scenario-based interactive environment. Foreign Language Annals, 50, 641–660.
Taguchi, N., & Roever, C.
(2017) Second language pragmatics. Oxford: Oxford University Press.
(2010) Assessing learnability in second language pragmatics. In A. Trosborg (Ed.), Handbook of pragmatics VII (pp. 391–421). Berlin: Mouton de Gruyter.
Utashiro, T., & Kawai, G.
(2009) Blended learning for Japanese reactive tokens: Effects of computer-led, instructor-led, and peer-based instruction. In N. Taguchi (Ed.), Pragmatic competence (pp.275–299). Berlin: Mouton de Gruyter.
Van den Branden, K.
(Ed.) (2006) Task-based language teaching in practice. Cambridge: Cambridge University Press.
(2016) The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–181.
Van den Branden, K., Bygate, M., & Norris, J. M.
(Eds.) (2009) Task-based language teaching: A reader. Amsterdam: John Benjamins.
Cited by other publications
Barón Parés, Júlia, M. Luz Celaya & Mayya Levkina
Youn, Soo Jung
This list is based on CrossRef data as of 13 may 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.