Task-Based Language Learning – Insights from and for L2 Writing

Editors
| Georgetown University
| University of Murcia
HardboundAvailable
ISBN 9789027207296 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027207302 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027269713 | EUR 99.00/33.00*
| USD 149.00/49.95*
 
The book seeks to enlarge the theoretical scope, research agenda, and practices associated with TBLT in a two-way dynamic, by exploring how insights from writing might reconfigure our understanding of tasks and, in turn, how work associated with TBLT might benefit the learning and teaching of writing. In order to enrich the domain of task and to advance the educational interests of TBLT, it adopts both a psycholinguistic and a textual meaning-making orientation. Following an issues-oriented introductory chapter, Part I of the volume explores tenets, methods, and findings in task-oriented theory and research in the context of writing; the chapters in Part II present empirical findings on task-based writing by investigating how writing tasks are implemented, how writers differentially respond to tasks, and how tasks can contribute to language development. A coda chapter summarizes the volume’s contribution and suggests directions for advancing TBLT constructs and research agendas.
[Task-Based Language Teaching, 7]  2014.  xi, 312 pp.
Publishing status: Available
Table of Contents
List of contributors
vii–viii
Series editors’ preface to volume 7
ix–xi
Task-based language learning: Insights from and for L2 writing - an introduction
Heidi Byrnes and Rosa M. Manchón
1–23
PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing
The internal dimension of tasks: The interaction between task factors and learner factors in bringing about learning through writing
Rosa M. Manchón
27–52
Reframing task performance: The relationship between tasks, strategic behaviour, and linguistic knowledge in writing
Ernesto Macaro
53–77
Theorizing language development at the intersection of ‘task’ and L2 writing: Reconsidering complexity
Heidi Byrnes
79–103
PART II. Empirical findings
Task repetition and L2 writing development: A longitudinal study from a Dynamic Systems perspective
Ryo Nitta and Kyoko Baba
107–136
Planning and production in computer-mediated communication (CMC) writing
Rebecca Adams, Sara Amani, Jonathan Newton and Nik Aloesnita Nik Mohd Alwi
137–161
Task complexity and linguistic performance in advanced college-level foreign language writing
Marcela Ruiz-Funes
163–191
Differences across modalities of performance: An investigation of linguistic and discourse complexity in narrative tasks
Judit Kormos
193–216
Storyline complexity and syntactic complexity in writing and speaking tasks
Parvaneh Tavakoli
217–236
Linking task and writing for language development: Evidence from a genre-based curricular approach
Heidi Byrnes
237–263
PART III. Coda
Task, task performance, and writing development: Advancing the constructs and the research agenda
Heidi Byrnes and Rosa M. Manchón
267–299
About the contributors
301–303
Author index
305–307
Subject index
309–312
“Engaging thoughtfully and expansively with existing research into the effects of TBLT on instructed language learning, this valuable book provides considerable novel insight into the roles TBLT can play in promoting writing-to-learn, and L2 writing development. The knowledgeable and stimulating discussion chapters in Part I of the book, linking conceptions of `task` to `writing as a tool for learning`, together with the careful empirical studies presented in Part II make this essential reading for all concerned with task-based language education, its theoretical underpinnings and expanding evidence-base.”
“This book advances our understanding of an important and topical area, task-based instruction in the context of L2 writing. It contains contributions from a stellar lineup of researchers. It is informative, accessible, and lively. It should be a staple on every shelf.”
Cited by

Cited by other publications

No author info given
2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56], Crossref logo
No author info given
2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56], Crossref logo
Asgari, Majid & Sakineh Jafari
2019. The effect of task modality and discourse mode on EFL learners’ narrative task performance. Dutch Journal of Applied Linguistics 8:2  pp. 270 ff. Crossref logo
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching. The Language Learning Journal 44:4  pp. 381 ff. Crossref logo
Bygate, Martin
2016. TBLT through the lens of applied linguistics. ITL - International Journal of Applied Linguistics 167:1  pp. 3 ff. Crossref logo
Manchón, Rosa M. & Olena Vasylets
2019.  In The Cambridge Handbook of Language Learning,  pp. 341 ff. Crossref logo
Révész, Andrea, Nektaria-Efstathia Kourtali & Diana Mazgutova
2017. Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity. Language Learning 67:1  pp. 208 ff. Crossref logo
Çiftçi, Hatime & Erhan Aslan
2019. Computer-Mediated Communication in the L2 Writing Process. International Journal of Computer-Assisted Language Learning and Teaching 9:2  pp. 19 ff. Crossref logo

This list is based on CrossRef data as of 26 june 2020. 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.

Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2014022870