Chapter 1. Task-based approaches to teaching and assessing pragmatics: An overview

Alcón-Soler, E., & Martínez-Flor, A.

(2008) Investigating pragmatics in foreign language learning, teaching and testing. Bristol: Multilingual matters.

Brunfaut, T., & Révész, A.

(2013) Text characteristics of task input and difficulty in second language listening comprehension. Studies in Second Language Acquisition, 35, 31–65.

Bygate, M.

(Ed.) (2015) Domains and directions in the development of TBLT: A decade of plenaries from the international conference. Amsterdam: John Benjamins.

(2015) Introduction. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. wv–xxiv). Amsterdam: John Benjamins.

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.

Carless, D.

(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.

(2005) A task-based needs analysis of a tertiary Korean as a foreign language program. In M. Long (Ed.), Second language needs analysis (pp. 225–261). Cambridge: Cambridge University Press.

Cunningham, J.

(2016) Request modification in synchronous computer-mediated communication: The role of focused instruction. Modern Language Journal, 100, 484–507.

Cunningham, J., & Vyatkina, N.

(2012) Telecollaboration for professional purposes: Towards developing a formal register in the foreign language classroom. The Canadian Modern Language Review, 68, 422–450.

East, M.

(2012) Task-based language teaching from the teachers’ perspective. Amsterdam: John Benjamins.

(2017) Research intro practice: The task-based approach to instructed second language acquisition. Language Teaching, 50, 412–424.

Ellis, R.

(2003) Task-based language learning and teaching. Oxford: Oxford University Press.

(Ed.) (2005) Planning and task performance in a second language. Amsterdam: John Benjamins.

(2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19, 221–246.

(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.

(2008) The interactive effects of pragmatic-eliciting tasks and pragmatics instruction. Foreign Language Annuals, 41, 478–500.

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.

Kakegawa, T.

(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.

(1991) Research methods in interlanguage pragmatics. Studies in Second Language Acquisition, 13, 215–247.

Kasper, G., & Rose, K.

(2002) Pragmatic development in a second language. Oxford: Blackwell.

Kim, Y.

(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.

(2015) Promoting task-based pragmatics instruction in EFL classroom context: The role of task complexity. Modern Language Journal, 99, 656–677.

(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.

Littlewood, W.

(1981) Communicative language teaching: An introduction. Cambridge: Cambridge University Press.

Long, M.

(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.

(Ed.) (2005) Second language needs analysis. Cambridge: Cambridge University Press.

(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.

(2010) Teaching pragmatics to L2 learners for the workplace: The job interview. The Canadian Modern Language Review, 66, 739–758.

Martínez-Flor, A.

(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.

(2012) The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of pragmatics, 44, 416–434.

Norris, J.

(2015) Thinking and acting programmatically in task-based language teaching: Essential roles for program evaluation. In M. Bygate (Ed.), Domain and directions in the development of TBLT (pp. 27–57). Amsterdam: John Benjamins.

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.

(2013), Assessing second language pragmatics. Houndmills: Palgrave MacMillan.

Robinson, P.

(2015) The cognition hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In M. Bygate (Ed.), Domain and directions in the development of TBLT (pp. 87–122). Amsterdam: John Benjamins.

Safont, M. P.

(2004) An analysis of EAP learners’ pragmatic production: A focus on request forms. Ibérica, 8, 23–39.

Samuda, V.

(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.

(2010) Videoconferencing with strangers: Teaching Japanese EFL students verbal backchannel signals and reactive expressions. Intercultural Pragmatics, 7–2, 279–310.

Shehadeh, A.

(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.

Shintani, N.

(2016) Input-based tasks in foreign language instruction for young learners. Amsterdam: John Benjamins.

Skehan, P.

(2015) Limited attention capacity and cognition: Two hypotheses regarding second language performance on tasks. In M. Bygate (Ed.), Domain and directions in the development of TBLT (pp. 123–156). Amsterdam: John Benjamins.

Storch, N., & Aldosari, A.

(2010) Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14, 355–375.

Sydorenko, T.

(2015) The use of computer-delivered structured tasks in pragmatic instruction: An exploratory study. Intercultural Pragmatics, 12, 333–362.

Swain, M., & Lapkin, S.

(1998) Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320–337

Taguchi, N.

(2011) Teaching pragmatics: Trends and issues. Annual Review of Applied Linguistics, 31, 289–310.

(2015) Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. State-of-the-art article. Language Teaching, 48, 1–50

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.

Takahashi, S.

(2010) Assessing learnability in second language pragmatics. In A. Trosborg (Ed.), Handbook of pragmatics VII (pp. 391–421). Berlin: Mouton de Gruyter.

Thomas, J.

(1983) Cross-cultural pragmatic failure. Applied Linguistics, 4, 91–111.

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.

(2015) Task-based language education: From theory to practice… and back again. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 303–320). Amsterdam: John Benjamins.

(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.

Youn, S. -J.

(2015) Validity argument for assessing L2 pragmatics in interaction using mixed methods. Language Testing, 32, 199–225.

Chapter 1. Task-based approaches to teaching and assessing pragmatics

An overview

References