Processing Perspectives on Task Performance
Peter Skehan | St. Mary's University, Twickenham
Understanding how second language task-based performance can be raised is vital for progress with task-based approaches to instruction. The chapters in this volume all attempt to advance this understanding, and do so within a viewpoint which assumes limited attentional capacities and accounts for second language speaking based on Levelt's model of first language speaking. Six empirical chapters present original studies. They explore the topics of task planning, familiarity of information in a task, task repetition, task characteristics, and the effects of using post-task transcription. The studies interweave with and build upon each other, reflecting their conjoint focus on how second language learning memory and attention limitations shape their performance in using the target language. In the concluding chapter the accumulated findings across these studies are discussed in terms of the nature of preparation for a task, the role of task structure, the respective claims of the Tradeoff and Cognition Hypotheses, the role of selective attention, and the implications of the studies for pedagogy. The book is a central reference for students in psycholinguistics, second language acquisition, and task-based language teaching.
[Task-Based Language Teaching, 5] 2014. xii, 266 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
Series editors’ preface to Volume 5 | pp. ix–x
Preface | pp. xi–xii
Chapter 1. The context for researching a processing perspective on task performancePeter Skehan | pp. 1–26
Chapter 2. On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditionsZhan Wang | pp. 27–62
Chapter 3. Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levelsBui Hiu Yuet Gavin | pp. 63–94
Chapter 4. Self-reported planning behaviour and second language performance in narrative retellingFrancine Pang and Peter Skehan | pp. 95–128
Chapter 5. Get it right in the end: The effects of post-task transcribing on learners’ oral performanceLi Qian | pp. 129–154
Chapter 6. Structure, lexis, and time perspective: Influences on task performanceZhan Wang and Peter Skehan | pp. 155–186
Chapter 7. Structure and processing condition in video-based narrative retellingPeter Skehan and Sabrina Shum | pp. 187–210
Chapter 8. Limited attentional capacity, second language performance, and task-based pedagogyPeter Skehan | pp. 211–260
Author Biodata | pp. 261–262
Index | pp. 263–266
“This volume, on the whole, presents a focused set of exceptionally well-designed studies that investigate task design variables and their major processing benefits for L2 speakers. A major contribution of this volume is Skehan’s proposed finer-grained definition for the construct of “planning,” which includes the traditional concept of planning, along with newer additions of readiness—task-internal properties, such as content familiarity and task. Moreover, the consistency of the CAF-lexis performance measures across the volume is a valuable model which, if adopted, could contribute to the validity and reliability of future studies. One area for improvement would be a fuller exploration of proficiency levels; the editor readily admits that this volume only contributes to our understanding of intermediate learners. In addition, the pedagogical implications are highly theoretical and would benefi t from more concrete examples. The volume assumes prior knowledge of several important theoretical concepts, such as serial versus parallel processing, rendering it somewhat inaccessible for a nonexpert audience. Nevertheless, this research significantly contributes to a theoretical understanding of task design, its impact on performance measures, and the manner in which L2 speakers can overcome the limitations of their finite cognitive resources.)”
Julie B. Lake, Georgetown University, in Studies in Second Language Acquisition 37:1 (2014
Cited by 91 other publications
Abbott, Marilyn L.
Abdi Tabari, Mahmoud
Mohammad Javad Ahmadian & Michael H. Long
Ahmadian, Mohammad Javad & Zhisheng (Edward) Wen
2018. Chapter 3. Effects of task supported language teaching on learners’ use and knowledge of email request mitigators. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 56 ff.
Abdolamir Amari & Bahman Gorjian
2019. Chapter 11. Task-readiness and L2 task performance across proficiency levels. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 253 ff.
Bui, Gavin & Zeping Huang
Bui, Gavin & Peter Skehan
Bui, Gavin & (Mark) Feng Teng
Bygate, Martin, John Norris & Kris van den Branden
Bygate, Martin, Virginia Samuda & Kris Van den Branden
Dabaghi Varnosfaderani, Shahaboddin, Mohammadtaghi Shahnazari & Azizollah Dabaghi
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
Huensch, Amanda & Nicole Tracy–Ventura
Jabbari, Nasser & Mark Peterson
Johnson, Mark D & Mahmoud Abdi Tabari
Kessler, Matt, Ian Solheim & Mengfei Zhao
2020. The role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy and fluency. Journal of Second Language Studies 3:1 ► pp. 31 ff.
Kormos, Judit & James Wilby
2019. Chapter 12. Task-induced second language development. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 279 ff.
2018. Chapter 2. Data collection in the research on the effectiveness of corrective feedback. In Critical Reflections on Data in Second Language Acquisition [Language Learning & Language Teaching, 51], ► pp. 33 ff.
Li, Shaofeng & Mengxia Fu
Loewen, Shawn & Masatoshi Sato
Loewen, Shawn & Masatoshi Sato
2021. Exploring the relationship between TBLT and ISLA. TASK. Journal on Task-Based Language Teaching and Learning 1:1 ► pp. 47 ff.
Long, Michael H.
Ma, Sai & Guangsa Jin
Ma, Sai, Guangsa Jin & Michael Barlow
2021. Representational gestures correlated with meaning-associated aspects of L2 speech performance. Gesture 20:3 ► pp. 376 ff.
2019. Chapter 13. Task-based analysis and the Competition Model. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 305 ff.
Malik, Sameetah Fatima & Azhar Pervaiz
Manchón, Rosa M. & Olena Vasylets
Mathews, Sajit M. & N. P. Sudharshana
Michel, Marije C., Andrea Révész, Danni Shi & Yanmei Li
2019. Chapter 6. The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakers. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13], ► pp. 133 ff.
Nakamura, Sachiko, Linh Phung & Hayo Reinders
Norris, John M., Shoko Sasayama & Michelle Kim
PANG, FRANCINE & PETER SKEHAN
Peltonen, Pauliina & Pekka Lintunen
Qin, Jie & Yan Zhang
Qiu, Xuyan & Gavin Bui
Qiu, Xuyan & Hong Cheng
Qiu, Xuyan & Yuen Yi Lo
Robinson, Peter & Roger Gilabert
Révész, Andrea, Nektaria‐Efstathia Kourtali & Diana Mazgutova
SAITO, KAZUYA, MELTEM ILKAN, VIKTORIA MAGNE, MAI NGOC TRAN & SHUNGO SUZUKI
Sato, Masatoshi & Susan Ballinger
Simard, Daphnée, Michael Zuniga & Florian Hameau
2016. Sidesteps towards applied linguistics. In Becoming and Being an Applied Linguist, ► pp. 89 ff.
2016. Foreign language aptitude, acquisitional sequences, and psycholinguistic processes. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3], ► pp. 17 ff.
Sudharshana, N. P. & Lina Mukhopadhyay
Suzuki, Shungo, Toshinori Yasuda, Keiko Hanzawa & Judit Kormos
Tabari, Mahmoud Abdi, Sima Khezrlou & Yu Tian
Tavakoli, Parvaneh & Takumi Uchihara
Teng, Mark Feng & Jing Huang
TREVISOL, Juliane Regina & Raquel Carolina Ferraz D’ELY
van de Guchte, Marrit, Martine Braaksma, Gert Rijlaarsdam & Peter Bimmel
Vandommele, Goedele, Kris Van den Branden & Koen Van Gorp
Vandommele, Goedele, Koen Van Gorp, Kris Van den Branden & Sven De Maeyer
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
Wang, Zhan, Peter Skehan & Gaowei Chen
Wen, Zhisheng (Edward)
Wen, Zhisheng (Edward) & Shaofeng Li
Xu, Jian & Xuyan Qiu
Xu, Jian, Xuyan Qiu & Lei Yang
Yenkimaleki, Mahmood & Vincent J. van Heuven
This list is based on CrossRef data as of 9 december 2023. 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.