Chapter published in:
TBLT as a Researched Pedagogy
Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate
[Task-Based Language Teaching 12] 2018
► pp. 98129
References

References

Allwright, D., & Bailey, K.
(1991) Focus on the language classroom. An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
Allwright, D., & Hanks, J.
(2009) The developing language learner. Houndmills: Palgrave Macmillan.
Altrichter, H., & Posch, P.
(2007) Lehrerinnen und Lehrer erforschen ihren Unterricht. Unterrichtsentwicklung und Unterrichtsevaluation durch Aktionsforschung. Bad Heilbrunn: Klinkhardt.
Appel, J.
(1995) Diary of a language teacher. Oxford: Heinemann.
(2000) Erfahrungswissen und Fremdsprachendidaktik. Munich: Langenscheidt-Longman.
Arthur, N.
(2001) Critical incident methodology in research on cross-cultural transitions. International Journal of Intercultural Relations, 25(1), 41–53. Crossref link
Bailey, K. M., & Nunan, D.
(Eds.) (1996) Voices from the language classroom. Cambridge: Cambridge University Press.
Basturkmen, H., Loewen, S., & Ellis, R.
(2004) Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25, 243–272. Crossref link
Borg, S., & Burns, A.
(2008) Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29, 456–482. Crossref link
Breen, M. (1985) The social context for language learning – A neglected situation? Studies in Second Language Acquisition, 7, 135–158. Crossref link
Bruton, A.
(2005) Task-based language teaching: For the state secondary FL classroom? Language Leaning Journal, 31, 55–56. Crossref link
Burns, A.
(1999) Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
(2009) Action research in second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 289–297). Cambridge: Cambridge University Press.
Cameron, L.
(2001) Teaching languages to young learners. Cambridge: Cambridge University Press. Crossref link
Candlin, C. N.
(2003) Communicative language teaching revisited. In M. K. Legutke & M. Schocker-v. Ditfurth (Eds.), Kommunikativer Fremdsprachenunterricht: Rückblick nach vorn (pp. 41–58). Tübingen: Narr.
Carless, D.
(2007) The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35, 565–608. Crossref link
Carr, W., & Kemmis, S.
(1986) Becoming critical: Knowing through action research. London: The Falmer Press.
Council of Europe
(Ed.) (2001) Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Denzin, N.
(1989) The research act (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
DESI-Konsortium
(Eds.) (2008) Unterricht und Kompetenzerwerb in Deutsch und Englisch: Ergebnisse der DESI-Studie. Weinheim: Beltz.
Devlieger, M., Goossens, G., Labath, T., & Denolf, B.
(2003)  Procesevaluatie voorrangsbeleid Brussel eindverslag (2001/2003). Leuven & Gent: Universiteit Gent, Steunpunt ICO & KU Leuven, Steunpunt NT2.
Devlieger, M., & Goossens, G.
(2004) Producteindmeting taalvaardigheid. Evaluatie voorrangsbeleid Brussel. Leuven: Steunpunt Nederlands als Tweede Taal.
Devlieger, M., & Goosens, G.
(2007) An assessment tool for the evaluation of teacher powerful task-based language learning environments. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.), Tasks in action: Task-based language education from a classroom-based perspective (pp. 92–130). Cambridge: Cambridge University Press.
Dörnyei, Z.
(2007) Research methods in applied linguistics. Oxford: Oxford University Press.
Doughty, C., & Williams, J.
(1998) Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Duran, G.
(1994) Wegen en omwegen naar een grotere taalvaardigheid Nederlands. Een praktijkbeschrijving uit het secundair onderwijs in Vlaanderen. In S. Kroon & T. Vallen (Eds.), Nederlands als tweede taal in het onderwijs. Praktijkbeschrijvingen uit Naderland en Vlaanderen (pp. 161–197). 'S Gravenhage: Nederlandse Taalunie.
Eckerth, J.
(2008a) Learners’ perceptions of task-based interactions. Presentation at 42nd Annual TESOL Convention New York, 2–5 April.
Eckerth, J. (2008b) Task-based language learning and teaching – old wine in new bottles? In J. Eckerth & S. Siekmann (Eds.), Task-based language learning and teaching: Theoretical, methodological, and pedagogical perspectives (pp. 13–46). Bern: Peter Lang.
Eckerth, J., & Siekmann, S.
(Eds.) (2008) Task-based language learning and teaching: Theoretical, methodological, and pedagogical perspectives. Bern: Peter Lang.
Edge, J., & Richards, K.
(Eds.) (1993) Teachers develop teachers’ research. Papers on classroom research and teacher development. Oxford: Heinemann.
Edge, J.
(Ed.) (2000) Action research. Alexandria, VA: TESOL Publications.
Ellis, R.
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.
Ellis, R., Basturkmen, H., & Loewen, S.
(2002) Doing focus-on-form. System, 30 , 419–432. Crossref link
Freeman, D.
(1996) Redefining the relationship between research and what teachers know. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 88–116). Cambridge: Cambridge University Press.
Freeman, D, & Johnson, K. E.
(1998) Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. Crossref link
Garcia Mayo, M.
(2007) Investigating tasks in formal language learning. Clevedon: Multilingual Matters.
Guilloteaux, M. J., & Dörnyei, Z.
(2008) Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42 (1), 55–77. Crossref link
Hattie, J.
(2012) Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.
Johnson, K. E.
(1994) The emerging beliefs and instructional practices of pre-service English as a second language teachers. Teaching & Teacher Education, 10(4), 439–452. Crossref link
(1999) Understanding language teaching. Reasoning in action. Boston, MA: Heinle & Heinle.
(2009) Second language teacher education. A sociocultural perspective. New York, NY: Routledge.
Kelle, U., & Kluge, S.
(2010) Vom Einzelfall zum Typus. Fallvergleich und Fallkontrastierung in der qualitativen Sozialforschung. Wiesbaden: VS Verlag. Crossref link
Kennedy, M. M.
(1997) The connection between research and practice. Educational Researcher, 26(7), 4–12. Crossref link
Kieweg, W.
(1996) Alternative Konzepte zur Vermittlung der Grammatik. Der Fremdsprachliche Unterricht Englisch, 4, 4–12.
Kolb, A.
(2011) Gemeinsame Sache machen – Lernaufgaben für die Primar- und die Sekundarstufe. In D. Elsner & A. Wildemann (Eds.), Sprachen lernen – Sprachen lehren. Language learning – language teaching. Perspektiven für die Lehrerbildung in Europa. Prospects for teacher education across Europe (pp. 169–181). Bern: Peter Lang.
Kumaravadivelu, B.
(1991) Language-learning tasks: Teacher intention and learner interpretation. ELTJ, 45(2), 98–107. Crossref link
(2006) Learner perception of learning tasks. International Journal of Applied Linguistics, 152, 127–149. Crossref link
Larsen-Freeman, D.
(2001) Grammar. In R. Carter & D. Nunan (Eds.), Teaching English to speakers of other languages (pp. 34–41). Cambridge: Cambridge University Press. Crossref link
Legutke, M.
(1995) Lehrerfortbildung: Einführung. In M. K. Legutke (Ed.), Handbuch für Spracharbeit, Teil 6: Fortbildung, Band 1 (pp. 1–22). Munich: Goethe-Institut.
Legutke, M. & Schocker-v. Ditfurth
, M. (2009) School-based experience. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language education (pp. 209–217). Cambridge: Cambridge University Press.
Linsen, B. (1994) Met vallen en opstaan. De introductie van taakgericht taalonderwijs. Een praktijkbeschrijving uit het basisonderwijs in Vlaanderen. In S. Kroon & T. Vallen (Eds.), Nederlands als tweede taal in het onderwijs. Praktijkbeschrijvingen uit Naderland en Vlaanderen (pp. 131–159). ‘S-Gravenhage: Nederlandse Taalunie.
Lison, G., Timmermans, S., & Vandenbroucke, M.
(2002) Juf, ik stop niet meer als ik lees! Taakgericht remedieren lezen. In M. Colpin, G. Ramaut, S. Timmermans, K. Van den Branden, M. Vandenbroucke, & K. Van Gorp (Eds.), Leesrijk school- en klasklimaat. Een schat aan le(e)sideeen voor het basisonderwijs (pp. 93–110). Antwerpen: Garant.
Lortie, D. C.
(1975) School teacher. A sociological study. Chicago, IL: Chicago University Press.
Medgyes, P.
(1994) The non-native teacher. London: Macmillan.
Mitchell, R.
2000Applied linguistics and evidence-based classroom practice: The case of foreign language grammar pedagogy. Applied Linguistics, 21(3), 281–303. Crossref link
Müller-Hartmann, A., Schocker, M., & Pant, H. A.
(Eds.) (2013) Kompetenzentwicklung in der Sek I. Lernaufgaben Englisch aus der Praxis. Mit zahlreichen Unterrichtsvideos. Braunschweig: Diesterweg & IQB. (incl. 3 DVDs)
Müller-Hartmann, A. & Schocker-v. Ditfurth, M.
(2011) Teaching English. Task-Supported Language Learning. Paderborn: Schöningh.
Norris, J. M., & Ortega, L.
(2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417–528. Crossref link
Nunan, D., & Bailey, K. M.
(2009) Exploring second language classroom research. A comprehensive guide. Boston, MA: Heinle.
Rustemeyer, R.
(1992) Praktisch-methodische Schritte der Inhaltsanalyse. Eine Einführung am Beispiel der Analyse von Interviewtexten. Münster: Aschendorff.
Samuda, V.
(2001) Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks second language learning, teaching and testing (pp. 119–140). Harlow: Longman
Schart, M.
(2008) What matters in TBLT – Task, teacher or team? An action research perspective from a beginning German language classroom. In J. Eckert & S. Siekmann (Eds.), Task-based language learning and teaching: Theoretical, methodological, and pedagogical perspectives (pp. 47–66). Bern: Peter Lang.
Schart, M., & Schocker, M.
(2013) ‘Die Menschen stärken, die Sachen klären‘: Die Aktionsforschung als praktikabler Weg zur gemeinsamen Entwicklung von Unterricht. In M. Schart, M. Hoshii, & M. Raindl (Eds.), Lernprozesse verstehen – empirische Forschungen zum Deutschunterricht an japanischen Universitäten (pp. 40–59). Munich: Iudicium.
Schocker-v. Ditfurth, M.
(2001) Forschendes Lernen in der fremdsprachlichen Lehrerbildung. Tübingen: Narr.
Schocker-v. Ditfurth, M.
(2002) Unterricht verstehen. Erfahrungswissen reflektieren und den eigenen Unterricht weiterentwickeln. Medienpaket zur Förderung reflektierter Unterrichtspraxis. Munich: Goethe Institut Inter Nationes.
Schocker, M.
(2011) Grammatik und Fremdsprachenkompetenzen. Praxis Fremdsprachenunterricht, 1, 8–11
Schön, D. A.
(1983) The reflective practitioner: How professionals think in action. New York, NY: Basic Book.
Skehan, P.
(1996) Second language acquisition research and task-based instruction. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 17–30). Oxford: Heinemann.
Slimani-Rolls, A. (2005) Rethinking task-based language learning: What we can learn from the learners. Language Teaching Research, 9(2), 195–218. Crossref link
Swan, M.
(2005) Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 26(3), 376–401. Crossref link
Van Avermaet, P., Colpin, M., Van Gorp, K., Bogaert, N., & Van den Branden, K.
(2006) The role of the teacher in task-based language teaching. In K. Van den Branden (Ed.), Task-based language education. From theory to practice (pp. 175–196). Cambridge: Cambridge University Press. Crossref link
Van den Branden, K.
(1997) Effects of negotiation on language learners’ output. Language Learning, 47, 589–636. Crossref link
(Ed.) (2006) Task-based language education. From theory to practice. Cambridge: Cambridge University Press. Crossref link
Van den Branden, K., & Verhelst, M.
(2006) Task-based language teaching: Forms and functions. International Journal of Applied Linguistics, 152, 1–6. Crossref link
Van den Branden, K., Van Gorp, K., & Verhelst, M.
(Eds.) (2007) Tasks in action. Task-based language education from a classroom-based perspective. Newcastle upon Tyne: Cambridge Scholars.
Wells, G., & Chang-Wells, G. L.
(1992) Constructing knowledge together: Classrooms as centers of inquiry and literacy. Portsmouth, NH: Heinemann.
Woods, D.
(1996) Teacher cognition in language teaching: Beliefs, decision-making & classroom practice. Cambridge: Cambridge University Press.
Zhang, E. Y.
(2007) TBLT-innovation in primary school English language teaching in mainland China. In K. Van den Branden, K. Van Gorp, & M. Verhelst (Eds.), Tasks in action. Task-based language education from a classroom-based perspective (pp. 68–91). Newcastle upon Tyne: Cambridge Scholars.