Cover not available
Part of
Individual Differences and Task-Based Language Teaching
Edited by Shaofeng Li
[Task-Based Language Teaching 16] 2024
► pp. 1–8

Foreword

Individual differences bridge the divides between task-based research and pedagogy

| University College London
Published online: 6 June 2024
DOI logo
https://doi.org/10.1075/tblt.16.foreword
References (15)
An, H., & Li, S.
(2024) The effects of planning type, working memory, and anxiety on L2 writing performance. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 52–86). John Benjamins.Google Scholar
Carroll, J. B.
(1993) Human cognitive abilities: A survey of factor-analytic studies. Cambridge University Press.Google Scholar
Cronbach, L. J.
(1957) The two disciplines of scientific psychology. American Psychologist, 12(11), 671–684. DOI logoGoogle Scholar
Dao, P., Iwashita, N., Nguyen, M., & Arias-Contreras, C.
(2024) Teachers’ and learners’ beliefs about task-based language teaching: A systematic review. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 235–268). John Benjamins.Google Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C.
(2020) Task-based language teaching. Cambridge University Press. DOI logoGoogle Scholar
Gurzynski-Weiss, L., Bryfonski, L., & Reagan, D.
(2024) Teacher IDs and task adaptations: Making use of the TBLT Language Learning Task Bank. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 324–355).Google Scholar
Ishikawa, M., & Révész, A.
(2024) Written languaging, language aptitude, and L2 learning through dictogloss tasks. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 144–165). John Benjamins.Google Scholar
Kane, M. J.
(2013) Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. DOI logoGoogle Scholar
Li, C., & Dewaele, J.
(2024) Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 87–114). John Benjamins.Google Scholar
Li, S.
(2024) Individual differences and task-based language teaching: Theory, research, and practice. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 10–50). John Benjamins.Google Scholar
Namkung, Y., & Kim, Y.
(2024) A review of learner motivation and engagement research in task-based language teaching. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 204–234). John Benjamins.Google Scholar
Oliver, R., & Bogachenko, T.
(2024) Task-based language learning and teaching: Differences according to age. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 270–295). John Benjamins.Google Scholar
Robinson, P.
(2022) The Cognition Hypothesis, the Triadic Componential Framework, and the SSARC Model: An instructional design theory of pedagogic task sequencing. In M. Ahmadian & M. Long (Eds.), The Cambridge handbook of task-based language teaching (pp. 205–225). Cambridge University Press.Google Scholar
Sasaki, M.
(1996) Second language proficiency, foreign language aptitude, and intelligence: Quantitative and qualitative analyses. Peter Lang.Google Scholar
Skehan, P.
(2022) Working memory and second language speaking tasks. In J. Schwieter & Z. Wen, (Eds.), The Cambridge handbook of working memory and language. Cambridge University Press. DOI logoGoogle Scholar
Cited by (4)

Cited by 4 other publications

An, Hyejin & Shaofeng Li
2024. Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 161 ff. DOI logo
Ellis, Rod
2024. Chapter 12. Conclusion. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 346 ff. DOI logo
Li, Chengchen & Jean-Marc Dewaele
2024. Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 84 ff. DOI logo
Li, Shaofeng
2024. Chapter 1. Individual differences and task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 10 ff. DOI logo

This list is based on CrossRef data as of 5 july 2024. 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.