Index
P
- 4/3/2 procedure
43–49, 56, 60
A
- accuracy
6, 7, 8, 10, 20, 21, 33, 34, 45–49, 58, 66–7, 77–79, 97–99, 101, 102, 121, 144–146, 149, 150, 153–157, 159–162, 165, 170–179, 182, 185–189, 202, 204, 205, 206, 209, 212, 217, 280, 281, 290.
- activity
226–228, 248, 255–261, 263, 269, 275
- activity theory
167, 221, 227, 251, 256, 258–260, 263, 275, 276, 277, 308, 317
- affordances
227–229, 247–249, 280, 285, 304, 305, 314, 315, 317, 324
- appropriation
228, 234, 244, 245, 247
B
- backstage talk
228, 238–240, 243, 247, 250
C
- CAF (complexity, accuracy, fluency)
9, 35, 48, 76, 78–81, 97, 98, 99, 102, 118, 143, 149, 174, 176, 178, 182, 183, 187, 223, 281, 322–324
- co-construction
90, 228, 255, 256, 258, 267
- collaborative theory
146, 147
- comparator recording
175, 193, 196, 218
- Complex Dynamic Systems Theory (CDST)
311–317, 319, 320–324
- complexity
99, 105, 122, 126, 127, 129, 133–134, 136–139, 144, 145, 149, 152, 154, 155, 157–165, 171–176, 178, 179, 180, 182–184, 186–190, 204, 217, 280, 286,289, 290, 305
- comprehension strategies
265, 268, 276
- conference presentation task
203
- content repetition
49, 60, 76–79, 173, 190, 317
D
- declarative knowledge
27, 29, 30, 33–36, 38, 47, 172
- discourse competence
99–101
- discourse performance
97, 99–102, 104, 106, 108, 109, 111, 112
- distribution of practice
27, 28, 32, 37
E
- effect of interlocutor
120, 141
- emergence
284, 286, 304, 313, 315n2, 324, 328, 329
- English for Academic Purposes (EAP)
193, 196, 206, 210, 220
- English for Specific Purposes (ESP)
69, 193, 196, 203, 214, 222, 225
- enhanced repetition
178, 193, 194, 196, 206, 217, 218
- ethnographic (methods)
223, 224, 226, 229, 251
- expertise
11, 12, 23, 39, 225
F
- feedback
35, 93, 108, 110, 119, 120, 128, 138, 139, 175, 190, 193, 196, 197, 201, 203–206, 209, 216–219, 231, 233n1, 240, 245, 246, 248, 250, 258, 262, 276, 281, 283, 288, 314
- fluency
28, 32, 33, 35, 36, 43–49, 56–60, 63, 64, 66–67, 75–81, 97–100, 102, 105, 118, 120, 143–145, 149, 150, 153, 155–162, 164–165, 171, 172, 174–176, 178, 179, 182, 185–189, 202, 204, 217, 223, 240, 279–281, 285, 287, 289–291, 296, 301, 306, 312, 322
G
- goal-setting
279, 283, 289, 295, 297, 298, 302
H
- high/low criterion
143, 147, 150–153, 158
I
- implementation factors
80, 119
- inter-cultural task repetition
117, 118, 122, 138
- intra-cultural task repetition
122, 138
- iteration/task iteration
43, 47, 49, 53–59, 62–67, 99, 145, 284, 285, 304, 311, 312, 316–318, 323–325
L
- language-related episodes (LRE)
117, 119–122, 125–140, 317
- Levelt’s speech processing model
9, 11, 46–47, 76, 101, 105, 106, 171–172, 280–281, 111, 280
- lexical production
81, 93
- limited attentional resources model
136, 143, 165,
- listen-and-do task
255, 260
- low/high criterion
143, 147, 150–153, 158
M
- mean length of run (MLR)
153, 157, 158, 161, 164
- monologic narrative task
171
N
- nonlinearity
311, 323, 324
O
- other-regulation
255, 257, 258, 260, 275
P
- picture story
44, 46, 57, 60, 61, 64, 65, 67, 71, 179–181
- planning
27, 38, 47, 58, 65, 68, 70, 80, 83, 93, 101–103, 105, 108, 110–111, 118, 146, 171–173, 176, 217–219, 224, 249, 251, 296
- poster carousel
78, 120, 196, 200–203, 205, 206, 210, 214–217, 229–231
- practice
27–33, 35, 37, 47, 82, 97, 145, 162, 165, 173, 175, 200, 201, 206, 213, 216, 219, 227, 235, 236, 242, 287, 306, 311–313, 315, 320
- procedural knowledge
29, 30, 33–35, 37, 205
R
- reflection activities
193
- rehearsal
145, 204–206, 219, 228, 320
- repeated practice
27, 31–33, 47, 312, 313
S
- scaffolding
90, 100, 225, 229, 249, 255, 256, 258, 260, 267, 273, 276
- scenario (task)
196, 206, 207, 209, 218
- self-evaluation
279, 289–291, 295, 297, 298, 302
- self-regulation
255, 257, 258, 260, 275, 276, 279, 282–284, 285–289, 303–309
- semi-structured interviews
223
- sociocultural theory
142, 177, 222, 251–256, 277, 309
- specific task repetition
43, 46, 64, 67, 76
- stimulated recall
34, 78, 140, 171, 176, 177–181, 183–192
T
- task complexity
75, 76, 80–82, 85–89, 91–96,
- task performance criteria
143, 146, 147, 150, 165
- task recycling
79, 145, 146, 193
- task type
44, 45, 56, 66, 67, 77, 78, 94, 99, 143, 144, 148, 150, 151, 154–156, 158, 159–162, 165, 167, 307
- task-as-process
28, 36, 46, 66, 247, 284, 312, 316
- task-as-workplan
28, 36, 37, 46, 66, 193, 214, 247, 255, 284, 285, 304, 316–319
- teacher-student interaction
255
- time pressure
41, 43, 45, 47–49, 56, 57, 64–68, 70, 99, 116, 176, 192
- trade-off effect
143, 162, 173, 188
- trajectory/trajectories
223, 226, 231, 233, 252, 288, 291, 319,
- transfer/transfer of learning
27, 28, 33–36, 45, 151, 171, 173, 174, 179, 187, 188, 190, 311, 320, 321, 324
- Transfer Appropriate Processing (TAP)
34, 35, 173,
- transformation
311, 321, 324
- trigrams
43, 45, 50, 51, 56, 59–64, 66, 67
- types of task repetition
79, 89, 91, 102, 118, 173, 190
- - exact (task repetition)
75–77, 79–81, 83, 85–89, 91 93, 99, 139, 188, 231
- - external
89, 202, 257, 282, 284, 288, 305, 314, 324
- - immediate
38, 43–45, 47–49, 56, 60, 61, 98, 102–104, 110–112, 252, 308
- - internal/within-task
189, 193, 196, 282, 283, 305, 306, 312
- - procedural
75–79, 81–93, 120, 140, 173, 176, 179, 190, 226, 231, 244, 250, 281, 282, 285–287, 297, 317, 324
V
- video-based narrative
103