442008522 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code TBLT 7 Eb 15 9789027269713 06 10.1075/tblt.7 00 EA E107 10 01 JB code TBLT 02 1877-346X 02 7.00 01 02 Task-Based Language Teaching Task-Based Language Teaching 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2015-all 01 02 Complete backlist (3,208 titles, 1967–2015) 05 02 Complete backlist (1967–2015) 11 01 JB code jbe-2015-linguistics 01 02 Subject collection: Linguistics (2,773 titles, 1967–2015) 05 02 Linguistics (1967–2015) 01 01 Task-Based Language Learning - Insights from and for L2 Writing Task-Based Language Learning – Insights from and for L2 Writing 1 B01 01 JB code 318128345 Heidi Byrnes Byrnes, Heidi Heidi Byrnes Georgetown University 07 https://benjamins.com/catalog/persons/318128345 2 B01 01 JB code 679128346 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 07 https://benjamins.com/catalog/persons/679128346 01 eng 11 323 03 03 xi 03 00 312 03 01 23 418.0071 03 2014 P53.82 04 Language and languages--Study and teaching. 04 Task analysis in education. 04 Academic writing--Study and teaching. 10 LAN020000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.WRIT Writing and literacy 01 06 02 00 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 TBTL might benefit the learning and teaching of writing. 03 00 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/tblt.7.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207296.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207296.tif 01 01 D503 https://benjamins.com/covers/1200_front/tblt.7.hb.png 01 01 D503 https://benjamins.com/covers/125/tblt.7.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/tblt.7.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/tblt.7.hb.png 01 01 JB code tblt.7.001loc 06 10.1075/tblt.7.001loc vii viii 2 Article 1 01 04 List of contributors List of contributors 01 eng 01 01 JB code tblt.7.002pre 06 10.1075/tblt.7.002pre ix xi 3 Article 2 01 04 Series editors' preface to volume 7 Series editors’ preface to volume 7 01 eng 01 01 JB code tblt.7.01byr 06 10.1075/tblt.7.01byr 1 23 23 Article 3 01 04 Task-based language learning Task-based language learning 01 04 Insights from and for L2 writing - an introduction Insights from and for L2 writing - an introduction 1 A01 01 JB code 131221611 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/131221611 2 A01 01 JB code 487221612 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/487221612 01 eng 30 00 In this introduction we provide an overview of the intended contribution of the volume to TBLT theory and research. It starts from the perspective that TBLT-oriented theoretical framing and explicitly theorized empirical research endeavours have, in general, taken oral communication as their main focus. This focus has prevented the construct of ‘task’ from attaining the kind of status that it deserves in the field of applied language studies. Based on that belief, this introductory chapter positions the contributions in the volume as showcasing diverse facets of the complex phenomenon of writing. It foreshadows how including a focus on L2 writing might influence theory and research into TBLT and, beyond that, contribute to fostering language development in a TBLT environment. Concluding with a synthesis of the volume’s individual contributions, the chapter creates an encompassing context for the diverse treatments of task and writing offered in the volume’s individual studies. 01 01 JB code tblt.7.s1 06 10.1075/tblt.7.s1 Section header 4 01 04 PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing 01 eng 01 01 JB code tblt.7.02man 06 10.1075/tblt.7.02man 27 52 26 Article 5 01 04 The internal dimension of tasks The internal dimension of tasks 01 04 The interaction between task factors and learner factors in bringing about learning through writing The interaction between task factors and learner factors in bringing about learning through writing 1 A01 01 JB code 657221613 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/657221613 01 eng 30 00 This chapter considers how an “internal dimension of tasks” can both shed new light on the relationship between task interpretation, task performance, and learning outcomes, and advance the research agenda on task learning with worthwhile new empirical questions. Building on an expanded notion of the construct of task and the premise that language learning through task is closely linked to the problem-solving activity learners engage in while they are composing, the chapter explores the nature of learner agency in this problem-solving activity and hence the close connection between learners’ own perceptions of task demands, goals, and expected outcomes, and their processing activity during task execution. The chapter claims that TBLT-based understandings of the interplay between task factors and learner factors can benefit from incorporating insights derived from the cognitively-oriented L2 writing theoretical and empirical literature. This should facilitate the quest for answers to theoretically and pedagogically relevant empirical questions on task learning in general. 01 01 JB code tblt.7.03mac 06 10.1075/tblt.7.03mac 53 77 25 Article 6 01 04 Reframing task performance Reframing task performance 01 04 The relationship between tasks, strategic behaviour, and linguistic knowledge in writing The relationship between tasks, strategic behaviour, and linguistic knowledge in writing 1 A01 01 JB code 88221614 Ernesto Macaro Macaro, Ernesto Ernesto Macaro 07 https://benjamins.com/catalog/persons/88221614 01 eng 30 00 Task-based research in the area of second language (L2) writing has begun to address learner-verbalized internal processes, but there is a need for much more understanding of how learners go about the process of composing during an L2 writing task and the factors that might influence that process. Task-based language teaching (TBLT) research in general has also focused somewhat obsessively on task completion and task outcomes, thereby neglecting the role that tasks can have in furthering language acquisition and skill development. This chapter contributes to the aims of Part 1 of this book by proposing that a useful way to remedy this situation is to examine both theoretically and empirically the relationship between tasks, strategic behaviour, and linguistic knowledge. 01 01 JB code tblt.7.04byr 06 10.1075/tblt.7.04byr 79 103 25 Article 7 01 04 Theorizing language development at the intersection of `task' and L2 writing Theorizing language development at the intersection of ‘task’ and L2 writing 01 04 Reconsidering complexity Reconsidering complexity 1 A01 01 JB code 508221615 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/508221615 01 eng 30 00 The chapter argues that advantageous synergies between task and L2 writing can come about through a bidirectional link between them that recovers existing shared interests and discovers new commonalities. It suggests that a multiple literacies orientation that focuses on textual meaning-making might help create the needed platform for addressing fundamental concerns in both areas regarding L2 learning, L2 development over long instructional periods, and pressing educational issues in a global world, particularly with regard to attaining advanced ability levels. On the one hand, this involves an expansion of the notion of task, made possible through a meaning-oriented theory of language; on the other hand, the introduction of ‘task’ offers an advantageous focus for both writing research and practice. Taking a historical perspective and focusing on the central construct of complexity, the chapter first probes the presence in TBLT and writing theorizing and research of a textual meaning orientation. Thereafter it addresses issues in the language studies field that a synergistic link between these two areas that embraces a textual and meaning focus might usefully address in the interest of language teaching and learning. It concludes with brief comments on how such an approach repositions assessment and how it relates to the call for the development of symbolic competence in the era of multilingualism and globalization. 01 01 JB code tblt.7.s2 06 10.1075/tblt.7.s2 Section header 8 01 04 PART II. Empirical findings PART II. Empirical findings 01 eng 01 01 JB code tblt.7.05nit 06 10.1075/tblt.7.05nit 107 136 30 Article 9 01 04 Task repetition and L2 writing development Task repetition and L2 writing development 01 04 A longitudinal study from a Dynamic Systems perspective A longitudinal study from a Dynamic Systems perspective 1 A01 01 JB code 690221616 Ryo Nitta Nitta, Ryo Ryo Nitta 07 https://benjamins.com/catalog/persons/690221616 2 A01 01 JB code 13221617 Kyoko Baba Baba, Kyoko Kyoko Baba 07 https://benjamins.com/catalog/persons/13221617 01 eng 30 00 Previous research has shown that repetition of a task improves L2 oral performance in terms of fluency and complexity (e.g. Bygate 2001). However, there is no clear evidence regarding the effects of task repetition and task-type repetition on L2 writing ability. Using a Dynamic Systems perspective, this study investigates longitudinally over a one-year period whether any noticeable changes are brought about through repeating a timed writing task. Forty-six first-year Japanese university students participated in this project for thirty weeks. Each week students wrote a composition on a chosen topic for ten minutes; the topic was changed every two weeks. A group-level analysis of 1300 compositions with five indices of fluency and syntactic and lexical measures shows that, while the effects of specific task repetition were limited, task-type repetition did have a marked effect on writing in terms of lexical and grammatical aspects. An individual-level analysis suggests that task-type repetition does not have an identical effect on student writing development in terms of linguistic features. Based on these findings, we suggest that the benefits of repeating the task may not show up in the short term but that repetition over an extended period would yield positive effects on students’ writing. 01 01 JB code tblt.7.06ada 06 10.1075/tblt.7.06ada 137 161 25 Article 10 01 04 Planning and production in computer-mediated communication (CMC) writing Planning and production in computer-mediated communication (CMC) writing 1 A01 01 JB code 156221618 Rebecca Adams Adams, Rebecca Rebecca Adams 07 https://benjamins.com/catalog/persons/156221618 2 A01 01 JB code 483221619 Sara Amani Amani, Sara Sara Amani 07 https://benjamins.com/catalog/persons/483221619 3 A01 01 JB code 579221620 Jonathan Newton Newton, Jonathan Jonathan Newton 07 https://benjamins.com/catalog/persons/579221620 4 A01 01 JB code 671221621 Nik Aloesnita Nik Mohd Alwi Nik Mohd Alwi, Nik Aloesnita Nik Aloesnita Nik Mohd Alwi 07 https://benjamins.com/catalog/persons/671221621 01 eng 30 00 A growing body of research has documented the effect of pre-task and online planning on second language task-based production (e.g. Ellis 2005; Ortega 1999; Yuan & Ellis 2003). However, relatively little research has addressed the effects of planning time on written communication and none to date has considered the role of planning in computer-mediated task-based writing. The current study investigates the effect of planning on the task-based writing of 45 Malaysian civil engineering majors studying at a technical university and enrolled in courses focusing on English for professional communication. The students were divided into teams of three and linked via networked computers. Each team member was provided with information on a civil engineering scenario and asked to write a proposal via a wiki for the best type of equipment to use. The text from the wiki pages formed the data for the current study. The teams were grouped into three experimental conditions: pre-task planning, online planning, and no planning. Multiple measures of fluency, accuracy, and complexity of their language production were analyzed. The results showed that different types of planning promoted different aspects of written production and therefore different learning opportunities. Overall, this study contributes to the aims of the book of expanding the research base on the connection between TBLT and language development by providing evidence for how task implementation options influence the language learning opportunities available in CMC-based writing tasks. 01 01 JB code tblt.7.07rui 06 10.1075/tblt.7.07rui 163 191 29 Article 11 01 04 Task complexity and linguistic performance in advanced college-level foreign language writing Task complexity and linguistic performance in advanced college-level foreign language writing 1 A01 01 JB code 83221622 Marcela Ruiz-Funes Ruiz-Funes, Marcela Marcela Ruiz-Funes 07 https://benjamins.com/catalog/persons/83221622 01 eng 30 00 This study contributes to our understanding of the potential of tasks in the domain of writing for second/foreign language (L2/FL) development by exploring task complexity in academic writing and its effect on the linguistic performance of advanced college-level learners of Spanish. It focuses on essay-type writing tasks of different levels of complexity in terms of topic, discourse genre, task type, and cognitive processing and their relationship to syntactic complexity, accuracy, and fluency (CAF). It adds to the emerging research on task complexity in L2/FL writing in terms of two models: Skehan and Foster’s Limited Attentional Capacity Model (Skehan 1998a, 2001, 2003; Skehan & Foster 1999, 2001) and Robinson’s Cognition Hypothesis (Robinson 2001a, 2001b, 2003, 2005, 2007). Findings suggest a tendency towards an emerging tension between syntactic complexity and accuracy and fluency in relation to task complexity and, at the same time, a positive association between task complexity and some measures of syntactic complexity, accuracy, and fluency depending on the writing abilities of the students based on the quality of the essays they produced. The chapter calls for future research that provides a classificatory system of task complexity in L2/FL writing to help explain the effect of task variables on attentional resources and the role played by long-term and working memory capacity in the composing processes. In addition, further research is needed that considers writing ability in relation to levels of L2/FL language proficiency in order to understand better the interaction between tasks, L2/FL composing skills, and language production. 01 01 JB code tblt.7.08kor 06 10.1075/tblt.7.08kor 193 216 24 Article 12 01 04 Differences across modalities of performance Differences across modalities of performance 01 04 An investigation of linguistic and discourse complexity in narrative tasks An investigation of linguistic and discourse complexity in narrative tasks 1 A01 01 JB code 267221623 Judit Kormos Kormos, Judit Judit Kormos 07 https://benjamins.com/catalog/persons/267221623 01 eng 30 00 This study investigated the linguistic and discourse differences between oral and written narrative performance on two tasks of different degrees of cognitive complexity. The participants of the study were 44 secondary school students in their second academic year of an English-Hungarian bilingual educational program in Hungary. Two narrative tasks were administered in speech and in writing. Three global linguistic aspects of students’ performance were assessed: lexical diversity and variety, accuracy, and grammatical complexity. Task specific measures included the ratio of correctly used relative clauses and past-tense verbs as well as the ratio of relative clauses compared to the total number of clauses. The frequency of positive and negative additive, temporal, causal, and logical connectives was measured using the Coh-Metrix 2.0 program. Spatial, temporal, intentional, and causal cohesion indices were also calculated with the help of Coh-Metrix 2.0. My findings indicate that, in writing, the participants were more accurate and used more varied vocabulary than in speech, but their performance was similar in terms of syntactic complexity. The analysis of cohesion revealed that students used significantly more positive and negative additive and causal connectives in speech than in writing in both types of tasks. The research presented in this chapter provides new insights into the nature of task complexity and complexity of performance in the field of L2 writing and elucidates potentials of writing tasks in furthering language development. 01 01 JB code tblt.7.09tav 06 10.1075/tblt.7.09tav 217 236 20 Article 13 01 04 Storyline complexity and syntactic complexity in writing and speaking tasks Storyline complexity and syntactic complexity in writing and speaking tasks 1 A01 01 JB code 745221624 Parvaneh Tavakoli Tavakoli, Parvaneh Parvaneh Tavakoli 07 https://benjamins.com/catalog/persons/745221624 01 eng 30 00 Task-based Language Teaching (TBLT) research has provided ample evidence that cognitive complexity is an important aspect of task design that influences learner performance in terms of fluency, accuracy, and syntactic and lexical complexity. Task features such as the degree of structure and storyline complexity contribute to task complexity and affect different aspects of L2 performance. Two of the current models of task complexity (i.e. Skehan 1998, and Robinson 2001), have further encapsulated different dimensions of task complexity and have provided both a framework for evaluating and predicting task complexity and a detailed discussion of the factors that may affect cognitive complexity. These models by principle are assumed to be pertinent to all tasks regardless of their purpose, type, or mode. However, little is known about whether cognitive complexity affects writing and speaking tasks in similar ways, or whether it has similar influences on L2 oral and written performance. By replicating previous research in oral task performance (Tavakoli & Foster 2008), the current study investigates the effects of storyline complexity on L2 learners writing in narrative tasks. The findings indicate that, although cognitive complexity affects both written and spoken performances, the way it affects the syntactic complexity of writing and speaking differs to some extent. In addition to presenting empirical data that provides insights into the effects of cognitive complexity on L2 learners’ writing and speaking, the main contribution of the chapter is to help extend our understanding of how task complexity plays out with the syntactic complexity of L2 performance in the two different modes, and to allow for a more in-depth understanding of the ways in which task complexity contributes to L2 writing. In that fashion, the findings of the current study can also begin to answer the question of whether or not a single model of task complexity can account for both writing and speaking tasks. 01 01 JB code tblt.7.10byr 06 10.1075/tblt.7.10byr 237 263 27 Article 14 01 04 Linking task and writing for language development Linking task and writing for language development 01 04 Evidence from a genre-based curricular approach Evidence from a genre-based curricular approach 1 A01 01 JB code 963221625 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/963221625 01 eng 30 00 This chapter explores the link between task and writing by taking an education-oriented view, in order to contribute to answering the question of how L2 writing development to advanced ability levels might best be fostered through genre-oriented TBLT instruction. A companion to the theoretical treatment of task and writing offered in Chapter 4, the chapter interprets language development as an increase in textual meaning-making through genre-based writing tasks. Within that approach it reshapes ‘complexity’ in terms of choices in textual meaning-making and proposes textually oriented parameters for operationalizing complexification. In addition, it suggests the construct of grammatical metaphor (GM) as theorized in systemic functional linguistics (SFL) as especially well-suited for delineating, fostering, and assessing critical aspects of language development. Reflecting this approach, the chapter presents evidence from a longitudinal study about how L2 writing development unfolded in a genre-based approach to task within a curricular context. The focal area of analysis and interpretation are formal aspects of GM, realized through nominalization, and their implications for a developing textual meaning-making ability. Aligning itself with recent scholarship that has called for the careful specification of educational contexts if research findings are to be relevant for language teaching and learning, the chapter concludes with reflections that affirm the potential for genre-based writing tasks to provide a suitably differentiated awareness of the nature of instructed language development within a well-specified curricular framework. 01 01 JB code tblt.7.s3 06 10.1075/tblt.7.s3 Section header 15 01 04 PART III. Coda PART III. Coda 01 eng 01 01 JB code tblt.7.11byr 06 10.1075/tblt.7.11byr 267 299 33 Article 16 01 04 Task, task performance, and writing development Task, task performance, and writing development 01 04 Advancing the constructs and the research agenda Advancing the constructs and the research agenda 1 A01 01 JB code 325221626 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/325221626 2 A01 01 JB code 419221627 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/419221627 01 eng 30 00 This closing chapter aims to assess the contribution of the book to TBLT theory and research and to put forward directions for advancing TBLT constructs and research agendas. We consider the volume’s overall contribution to the TBLT field to lie in linking the psycholinguistic with the textual, meaning-making nature of writing and in presenting theoretical and methodological refinements along with empirical advances that reflect that orientation. We have organized the details of that contribution as well as the suggestions for future research directions along four closely inter-related foci, namely: (a) a learner-internal perspective that explores the volume’s findings regarding the learner dimension of tasks and the learner’s agency in task execution; (b) a learning orientation that summarizes the studies’ findings and suggests new research paths that elaborate the proposed new theoretical positions, particularly in terms of their ability to specify the nature of learning and development through task-based writing; (c) a textual meaning-making orientation that expands the empirical research agenda for tasks as meaning-making environments and considers implications for assessing task performance from a psycholinguistic and a textual perspective; and (d) a curricular orientation that would illuminate what instructed learners might be able to accomplish when they have the benefit of a principled task- and text-oriented instructional framework. 01 01 JB code tblt.7.12con 06 10.1075/tblt.7.12con 301 303 3 Miscellaneous 17 01 04 About the contributors About the contributors 01 eng 01 01 JB code tblt.7.13aut 06 10.1075/tblt.7.13aut 305 307 3 Article 18 01 04 Author index Author index 01 eng 01 01 JB code tblt.7.14sub 06 10.1075/tblt.7.14sub 309 312 4 Article 19 01 04 Subject index Subject index 01 eng 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.7 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20141114 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD 13 15 9789027207296 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027269713 21 01 06 Corporate / Library / Education price 02 99.00 EUR 01 05 Consumer price 02 33.00 EUR 01 06 Corporate / Library / Education price 02 83.00 GBP GB 01 05 Consumer price 02 28.00 GBP GB 01 06 Corporate / Library / Education price 02 149.00 USD 01 05 Consumer price 02 49.95 USD 451015863 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code TBLT 7 GE 15 9789027269713 06 10.1075/tblt.7 00 EA E133 10 01 JB code TBLT 02 JB code 1877-346X 02 7.00 01 02 Task-Based Language Teaching Task-Based Language Teaching 01 01 Task-Based Language Learning - Insights from and for L2 Writing Task-Based Language Learning – Insights from and for L2 Writing 1 B01 01 JB code 318128345 Heidi Byrnes Byrnes, Heidi Heidi Byrnes Georgetown University 2 B01 01 JB code 679128346 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 01 eng 11 323 03 03 xi 03 00 312 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.WRIT Writing and literacy 10 LAN020000 12 CJA 01 06 02 00 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 TBTL might benefit the learning and teaching of writing. 03 00 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/tblt.7.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207296.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207296.tif 01 01 D503 https://benjamins.com/covers/1200_front/tblt.7.hb.png 01 01 D503 https://benjamins.com/covers/125/tblt.7.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/tblt.7.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/tblt.7.hb.png 01 01 JB code tblt.7.001loc 06 10.1075/tblt.7.001loc vii viii 2 Article 1 01 04 List of contributors List of contributors 01 01 JB code tblt.7.002pre 06 10.1075/tblt.7.002pre ix xi 3 Article 2 01 04 Series editors' preface to volume 7 Series editors’ preface to volume 7 01 01 JB code tblt.7.01byr 06 10.1075/tblt.7.01byr 1 23 23 Article 3 01 04 Task-based language learning Task-based language learning 01 04 Insights from and for L2 writing - an introduction Insights from and for L2 writing - an introduction 1 A01 01 JB code 131221611 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 2 A01 01 JB code 487221612 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 01 01 JB code tblt.7.s1 06 10.1075/tblt.7.s1 Section header 4 01 04 PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing 01 01 JB code tblt.7.02man 06 10.1075/tblt.7.02man 27 52 26 Article 5 01 04 The internal dimension of tasks The internal dimension of tasks 01 04 The interaction between task factors and learner factors in bringing about learning through writing The interaction between task factors and learner factors in bringing about learning through writing 1 A01 01 JB code 657221613 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 01 01 JB code tblt.7.03mac 06 10.1075/tblt.7.03mac 53 77 25 Article 6 01 04 Reframing task performance Reframing task performance 01 04 The relationship between tasks, strategic behaviour, and linguistic knowledge in writing The relationship between tasks, strategic behaviour, and linguistic knowledge in writing 1 A01 01 JB code 88221614 Ernesto Macaro Macaro, Ernesto Ernesto Macaro 01 01 JB code tblt.7.04byr 06 10.1075/tblt.7.04byr 79 103 25 Article 7 01 04 Theorizing language development at the intersection of `task' and L2 writing Theorizing language development at the intersection of ‘task’ and L2 writing 01 04 Reconsidering complexity Reconsidering complexity 1 A01 01 JB code 508221615 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 01 01 JB code tblt.7.s2 06 10.1075/tblt.7.s2 Section header 8 01 04 PART II. Empirical findings PART II. Empirical findings 01 01 JB code tblt.7.05nit 06 10.1075/tblt.7.05nit 107 136 30 Article 9 01 04 Task repetition and L2 writing development Task repetition and L2 writing development 01 04 A longitudinal study from a Dynamic Systems perspective A longitudinal study from a Dynamic Systems perspective 1 A01 01 JB code 690221616 Ryo Nitta Nitta, Ryo Ryo Nitta 2 A01 01 JB code 13221617 Kyoko Baba Baba, Kyoko Kyoko Baba 01 01 JB code tblt.7.06ada 06 10.1075/tblt.7.06ada 137 161 25 Article 10 01 04 Planning and production in computer-mediated communication (CMC) writing Planning and production in computer-mediated communication (CMC) writing 1 A01 01 JB code 156221618 Rebecca Adams Adams, Rebecca Rebecca Adams 2 A01 01 JB code 483221619 Sara Amani Amani, Sara Sara Amani 3 A01 01 JB code 579221620 Jonathan Newton Newton, Jonathan Jonathan Newton 4 A01 01 JB code 671221621 Nik Aloesnita Nik Mohd Alwi Nik Mohd Alwi, Nik Aloesnita Nik Aloesnita Nik Mohd Alwi 01 01 JB code tblt.7.07rui 06 10.1075/tblt.7.07rui 163 191 29 Article 11 01 04 Task complexity and linguistic performance in advanced college-level foreign language writing Task complexity and linguistic performance in advanced college-level foreign language writing 1 A01 01 JB code 83221622 Marcela Ruiz-Funes Ruiz-Funes, Marcela Marcela Ruiz-Funes 01 01 JB code tblt.7.08kor 06 10.1075/tblt.7.08kor 193 216 24 Article 12 01 04 Differences across modalities of performance Differences across modalities of performance 01 04 An investigation of linguistic and discourse complexity in narrative tasks An investigation of linguistic and discourse complexity in narrative tasks 1 A01 01 JB code 267221623 Judit Kormos Kormos, Judit Judit Kormos 01 01 JB code tblt.7.09tav 06 10.1075/tblt.7.09tav 217 236 20 Article 13 01 04 Storyline complexity and syntactic complexity in writing and speaking tasks Storyline complexity and syntactic complexity in writing and speaking tasks 1 A01 01 JB code 745221624 Parvaneh Tavakoli Tavakoli, Parvaneh Parvaneh Tavakoli 01 01 JB code tblt.7.10byr 06 10.1075/tblt.7.10byr 237 263 27 Article 14 01 04 Linking task and writing for language development Linking task and writing for language development 01 04 Evidence from a genre-based curricular approach Evidence from a genre-based curricular approach 1 A01 01 JB code 963221625 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 01 01 JB code tblt.7.s3 06 10.1075/tblt.7.s3 Section header 15 01 04 PART III. Coda PART III. Coda 01 01 JB code tblt.7.11byr 06 10.1075/tblt.7.11byr 267 299 33 Article 16 01 04 Task, task performance, and writing development Task, task performance, and writing development 01 04 Advancing the constructs and the research agenda Advancing the constructs and the research agenda 1 A01 01 JB code 325221626 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 2 A01 01 JB code 419221627 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 01 01 JB code tblt.7.12con 06 10.1075/tblt.7.12con 301 303 3 Miscellaneous 17 01 04 About the contributors About the contributors 01 01 JB code tblt.7.13aut 06 10.1075/tblt.7.13aut 305 307 3 Article 18 01 04 Author index Author index 01 01 JB code tblt.7.14sub 06 10.1075/tblt.7.14sub 309 312 4 Article 19 01 04 Subject index Subject index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20141114 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD 13 15 9789027207302 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 33.00 EUR 01 00 Unqualified price 00 28.00 GBP 01 00 Unqualified price 00 49.95 USD 692008523 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code TBLT 7 Pb 15 9789027207302 06 10.1075/tblt.7 13 2014022870 00 BC 01 240 mm 02 170 mm 08 615 gr 10 01 JB code TBLT 02 1877-346X 02 7.00 01 02 Task-Based Language Teaching Task-Based Language Teaching 01 01 Task-Based Language Learning - Insights from and for L2 Writing Task-Based Language Learning – Insights from and for L2 Writing 1 B01 01 JB code 318128345 Heidi Byrnes Byrnes, Heidi Heidi Byrnes Georgetown University 07 https://benjamins.com/catalog/persons/318128345 2 B01 01 JB code 679128346 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 07 https://benjamins.com/catalog/persons/679128346 01 eng 11 323 03 03 xi 03 00 312 03 01 23 418.0071 03 2014 P53.82 04 Language and languages--Study and teaching. 04 Task analysis in education. 04 Academic writing--Study and teaching. 10 LAN020000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.WRIT Writing and literacy 01 06 02 00 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 TBTL might benefit the learning and teaching of writing. 03 00 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/tblt.7.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207296.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207296.tif 01 01 D503 https://benjamins.com/covers/1200_front/tblt.7.pb.png 01 01 D503 https://benjamins.com/covers/125/tblt.7.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/tblt.7.pb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/tblt.7.pb.png 01 01 JB code tblt.7.001loc 06 10.1075/tblt.7.001loc vii viii 2 Article 1 01 04 List of contributors List of contributors 01 eng 01 01 JB code tblt.7.002pre 06 10.1075/tblt.7.002pre ix xi 3 Article 2 01 04 Series editors' preface to volume 7 Series editors’ preface to volume 7 01 eng 01 01 JB code tblt.7.01byr 06 10.1075/tblt.7.01byr 1 23 23 Article 3 01 04 Task-based language learning Task-based language learning 01 04 Insights from and for L2 writing - an introduction Insights from and for L2 writing - an introduction 1 A01 01 JB code 131221611 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/131221611 2 A01 01 JB code 487221612 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/487221612 01 eng 30 00 In this introduction we provide an overview of the intended contribution of the volume to TBLT theory and research. It starts from the perspective that TBLT-oriented theoretical framing and explicitly theorized empirical research endeavours have, in general, taken oral communication as their main focus. This focus has prevented the construct of ‘task’ from attaining the kind of status that it deserves in the field of applied language studies. Based on that belief, this introductory chapter positions the contributions in the volume as showcasing diverse facets of the complex phenomenon of writing. It foreshadows how including a focus on L2 writing might influence theory and research into TBLT and, beyond that, contribute to fostering language development in a TBLT environment. Concluding with a synthesis of the volume’s individual contributions, the chapter creates an encompassing context for the diverse treatments of task and writing offered in the volume’s individual studies. 01 01 JB code tblt.7.s1 06 10.1075/tblt.7.s1 Section header 4 01 04 PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing 01 eng 01 01 JB code tblt.7.02man 06 10.1075/tblt.7.02man 27 52 26 Article 5 01 04 The internal dimension of tasks The internal dimension of tasks 01 04 The interaction between task factors and learner factors in bringing about learning through writing The interaction between task factors and learner factors in bringing about learning through writing 1 A01 01 JB code 657221613 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/657221613 01 eng 30 00 This chapter considers how an “internal dimension of tasks” can both shed new light on the relationship between task interpretation, task performance, and learning outcomes, and advance the research agenda on task learning with worthwhile new empirical questions. Building on an expanded notion of the construct of task and the premise that language learning through task is closely linked to the problem-solving activity learners engage in while they are composing, the chapter explores the nature of learner agency in this problem-solving activity and hence the close connection between learners’ own perceptions of task demands, goals, and expected outcomes, and their processing activity during task execution. The chapter claims that TBLT-based understandings of the interplay between task factors and learner factors can benefit from incorporating insights derived from the cognitively-oriented L2 writing theoretical and empirical literature. This should facilitate the quest for answers to theoretically and pedagogically relevant empirical questions on task learning in general. 01 01 JB code tblt.7.03mac 06 10.1075/tblt.7.03mac 53 77 25 Article 6 01 04 Reframing task performance Reframing task performance 01 04 The relationship between tasks, strategic behaviour, and linguistic knowledge in writing The relationship between tasks, strategic behaviour, and linguistic knowledge in writing 1 A01 01 JB code 88221614 Ernesto Macaro Macaro, Ernesto Ernesto Macaro 07 https://benjamins.com/catalog/persons/88221614 01 eng 30 00 Task-based research in the area of second language (L2) writing has begun to address learner-verbalized internal processes, but there is a need for much more understanding of how learners go about the process of composing during an L2 writing task and the factors that might influence that process. Task-based language teaching (TBLT) research in general has also focused somewhat obsessively on task completion and task outcomes, thereby neglecting the role that tasks can have in furthering language acquisition and skill development. This chapter contributes to the aims of Part 1 of this book by proposing that a useful way to remedy this situation is to examine both theoretically and empirically the relationship between tasks, strategic behaviour, and linguistic knowledge. 01 01 JB code tblt.7.04byr 06 10.1075/tblt.7.04byr 79 103 25 Article 7 01 04 Theorizing language development at the intersection of `task' and L2 writing Theorizing language development at the intersection of ‘task’ and L2 writing 01 04 Reconsidering complexity Reconsidering complexity 1 A01 01 JB code 508221615 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/508221615 01 eng 30 00 The chapter argues that advantageous synergies between task and L2 writing can come about through a bidirectional link between them that recovers existing shared interests and discovers new commonalities. It suggests that a multiple literacies orientation that focuses on textual meaning-making might help create the needed platform for addressing fundamental concerns in both areas regarding L2 learning, L2 development over long instructional periods, and pressing educational issues in a global world, particularly with regard to attaining advanced ability levels. On the one hand, this involves an expansion of the notion of task, made possible through a meaning-oriented theory of language; on the other hand, the introduction of ‘task’ offers an advantageous focus for both writing research and practice. Taking a historical perspective and focusing on the central construct of complexity, the chapter first probes the presence in TBLT and writing theorizing and research of a textual meaning orientation. Thereafter it addresses issues in the language studies field that a synergistic link between these two areas that embraces a textual and meaning focus might usefully address in the interest of language teaching and learning. It concludes with brief comments on how such an approach repositions assessment and how it relates to the call for the development of symbolic competence in the era of multilingualism and globalization. 01 01 JB code tblt.7.s2 06 10.1075/tblt.7.s2 Section header 8 01 04 PART II. Empirical findings PART II. Empirical findings 01 eng 01 01 JB code tblt.7.05nit 06 10.1075/tblt.7.05nit 107 136 30 Article 9 01 04 Task repetition and L2 writing development Task repetition and L2 writing development 01 04 A longitudinal study from a Dynamic Systems perspective A longitudinal study from a Dynamic Systems perspective 1 A01 01 JB code 690221616 Ryo Nitta Nitta, Ryo Ryo Nitta 07 https://benjamins.com/catalog/persons/690221616 2 A01 01 JB code 13221617 Kyoko Baba Baba, Kyoko Kyoko Baba 07 https://benjamins.com/catalog/persons/13221617 01 eng 30 00 Previous research has shown that repetition of a task improves L2 oral performance in terms of fluency and complexity (e.g. Bygate 2001). However, there is no clear evidence regarding the effects of task repetition and task-type repetition on L2 writing ability. Using a Dynamic Systems perspective, this study investigates longitudinally over a one-year period whether any noticeable changes are brought about through repeating a timed writing task. Forty-six first-year Japanese university students participated in this project for thirty weeks. Each week students wrote a composition on a chosen topic for ten minutes; the topic was changed every two weeks. A group-level analysis of 1300 compositions with five indices of fluency and syntactic and lexical measures shows that, while the effects of specific task repetition were limited, task-type repetition did have a marked effect on writing in terms of lexical and grammatical aspects. An individual-level analysis suggests that task-type repetition does not have an identical effect on student writing development in terms of linguistic features. Based on these findings, we suggest that the benefits of repeating the task may not show up in the short term but that repetition over an extended period would yield positive effects on students’ writing. 01 01 JB code tblt.7.06ada 06 10.1075/tblt.7.06ada 137 161 25 Article 10 01 04 Planning and production in computer-mediated communication (CMC) writing Planning and production in computer-mediated communication (CMC) writing 1 A01 01 JB code 156221618 Rebecca Adams Adams, Rebecca Rebecca Adams 07 https://benjamins.com/catalog/persons/156221618 2 A01 01 JB code 483221619 Sara Amani Amani, Sara Sara Amani 07 https://benjamins.com/catalog/persons/483221619 3 A01 01 JB code 579221620 Jonathan Newton Newton, Jonathan Jonathan Newton 07 https://benjamins.com/catalog/persons/579221620 4 A01 01 JB code 671221621 Nik Aloesnita Nik Mohd Alwi Nik Mohd Alwi, Nik Aloesnita Nik Aloesnita Nik Mohd Alwi 07 https://benjamins.com/catalog/persons/671221621 01 eng 30 00 A growing body of research has documented the effect of pre-task and online planning on second language task-based production (e.g. Ellis 2005; Ortega 1999; Yuan & Ellis 2003). However, relatively little research has addressed the effects of planning time on written communication and none to date has considered the role of planning in computer-mediated task-based writing. The current study investigates the effect of planning on the task-based writing of 45 Malaysian civil engineering majors studying at a technical university and enrolled in courses focusing on English for professional communication. The students were divided into teams of three and linked via networked computers. Each team member was provided with information on a civil engineering scenario and asked to write a proposal via a wiki for the best type of equipment to use. The text from the wiki pages formed the data for the current study. The teams were grouped into three experimental conditions: pre-task planning, online planning, and no planning. Multiple measures of fluency, accuracy, and complexity of their language production were analyzed. The results showed that different types of planning promoted different aspects of written production and therefore different learning opportunities. Overall, this study contributes to the aims of the book of expanding the research base on the connection between TBLT and language development by providing evidence for how task implementation options influence the language learning opportunities available in CMC-based writing tasks. 01 01 JB code tblt.7.07rui 06 10.1075/tblt.7.07rui 163 191 29 Article 11 01 04 Task complexity and linguistic performance in advanced college-level foreign language writing Task complexity and linguistic performance in advanced college-level foreign language writing 1 A01 01 JB code 83221622 Marcela Ruiz-Funes Ruiz-Funes, Marcela Marcela Ruiz-Funes 07 https://benjamins.com/catalog/persons/83221622 01 eng 30 00 This study contributes to our understanding of the potential of tasks in the domain of writing for second/foreign language (L2/FL) development by exploring task complexity in academic writing and its effect on the linguistic performance of advanced college-level learners of Spanish. It focuses on essay-type writing tasks of different levels of complexity in terms of topic, discourse genre, task type, and cognitive processing and their relationship to syntactic complexity, accuracy, and fluency (CAF). It adds to the emerging research on task complexity in L2/FL writing in terms of two models: Skehan and Foster’s Limited Attentional Capacity Model (Skehan 1998a, 2001, 2003; Skehan & Foster 1999, 2001) and Robinson’s Cognition Hypothesis (Robinson 2001a, 2001b, 2003, 2005, 2007). Findings suggest a tendency towards an emerging tension between syntactic complexity and accuracy and fluency in relation to task complexity and, at the same time, a positive association between task complexity and some measures of syntactic complexity, accuracy, and fluency depending on the writing abilities of the students based on the quality of the essays they produced. The chapter calls for future research that provides a classificatory system of task complexity in L2/FL writing to help explain the effect of task variables on attentional resources and the role played by long-term and working memory capacity in the composing processes. In addition, further research is needed that considers writing ability in relation to levels of L2/FL language proficiency in order to understand better the interaction between tasks, L2/FL composing skills, and language production. 01 01 JB code tblt.7.08kor 06 10.1075/tblt.7.08kor 193 216 24 Article 12 01 04 Differences across modalities of performance Differences across modalities of performance 01 04 An investigation of linguistic and discourse complexity in narrative tasks An investigation of linguistic and discourse complexity in narrative tasks 1 A01 01 JB code 267221623 Judit Kormos Kormos, Judit Judit Kormos 07 https://benjamins.com/catalog/persons/267221623 01 eng 30 00 This study investigated the linguistic and discourse differences between oral and written narrative performance on two tasks of different degrees of cognitive complexity. The participants of the study were 44 secondary school students in their second academic year of an English-Hungarian bilingual educational program in Hungary. Two narrative tasks were administered in speech and in writing. Three global linguistic aspects of students’ performance were assessed: lexical diversity and variety, accuracy, and grammatical complexity. Task specific measures included the ratio of correctly used relative clauses and past-tense verbs as well as the ratio of relative clauses compared to the total number of clauses. The frequency of positive and negative additive, temporal, causal, and logical connectives was measured using the Coh-Metrix 2.0 program. Spatial, temporal, intentional, and causal cohesion indices were also calculated with the help of Coh-Metrix 2.0. My findings indicate that, in writing, the participants were more accurate and used more varied vocabulary than in speech, but their performance was similar in terms of syntactic complexity. The analysis of cohesion revealed that students used significantly more positive and negative additive and causal connectives in speech than in writing in both types of tasks. The research presented in this chapter provides new insights into the nature of task complexity and complexity of performance in the field of L2 writing and elucidates potentials of writing tasks in furthering language development. 01 01 JB code tblt.7.09tav 06 10.1075/tblt.7.09tav 217 236 20 Article 13 01 04 Storyline complexity and syntactic complexity in writing and speaking tasks Storyline complexity and syntactic complexity in writing and speaking tasks 1 A01 01 JB code 745221624 Parvaneh Tavakoli Tavakoli, Parvaneh Parvaneh Tavakoli 07 https://benjamins.com/catalog/persons/745221624 01 eng 30 00 Task-based Language Teaching (TBLT) research has provided ample evidence that cognitive complexity is an important aspect of task design that influences learner performance in terms of fluency, accuracy, and syntactic and lexical complexity. Task features such as the degree of structure and storyline complexity contribute to task complexity and affect different aspects of L2 performance. Two of the current models of task complexity (i.e. Skehan 1998, and Robinson 2001), have further encapsulated different dimensions of task complexity and have provided both a framework for evaluating and predicting task complexity and a detailed discussion of the factors that may affect cognitive complexity. These models by principle are assumed to be pertinent to all tasks regardless of their purpose, type, or mode. However, little is known about whether cognitive complexity affects writing and speaking tasks in similar ways, or whether it has similar influences on L2 oral and written performance. By replicating previous research in oral task performance (Tavakoli & Foster 2008), the current study investigates the effects of storyline complexity on L2 learners writing in narrative tasks. The findings indicate that, although cognitive complexity affects both written and spoken performances, the way it affects the syntactic complexity of writing and speaking differs to some extent. In addition to presenting empirical data that provides insights into the effects of cognitive complexity on L2 learners’ writing and speaking, the main contribution of the chapter is to help extend our understanding of how task complexity plays out with the syntactic complexity of L2 performance in the two different modes, and to allow for a more in-depth understanding of the ways in which task complexity contributes to L2 writing. In that fashion, the findings of the current study can also begin to answer the question of whether or not a single model of task complexity can account for both writing and speaking tasks. 01 01 JB code tblt.7.10byr 06 10.1075/tblt.7.10byr 237 263 27 Article 14 01 04 Linking task and writing for language development Linking task and writing for language development 01 04 Evidence from a genre-based curricular approach Evidence from a genre-based curricular approach 1 A01 01 JB code 963221625 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/963221625 01 eng 30 00 This chapter explores the link between task and writing by taking an education-oriented view, in order to contribute to answering the question of how L2 writing development to advanced ability levels might best be fostered through genre-oriented TBLT instruction. A companion to the theoretical treatment of task and writing offered in Chapter 4, the chapter interprets language development as an increase in textual meaning-making through genre-based writing tasks. Within that approach it reshapes ‘complexity’ in terms of choices in textual meaning-making and proposes textually oriented parameters for operationalizing complexification. In addition, it suggests the construct of grammatical metaphor (GM) as theorized in systemic functional linguistics (SFL) as especially well-suited for delineating, fostering, and assessing critical aspects of language development. Reflecting this approach, the chapter presents evidence from a longitudinal study about how L2 writing development unfolded in a genre-based approach to task within a curricular context. The focal area of analysis and interpretation are formal aspects of GM, realized through nominalization, and their implications for a developing textual meaning-making ability. Aligning itself with recent scholarship that has called for the careful specification of educational contexts if research findings are to be relevant for language teaching and learning, the chapter concludes with reflections that affirm the potential for genre-based writing tasks to provide a suitably differentiated awareness of the nature of instructed language development within a well-specified curricular framework. 01 01 JB code tblt.7.s3 06 10.1075/tblt.7.s3 Section header 15 01 04 PART III. Coda PART III. Coda 01 eng 01 01 JB code tblt.7.11byr 06 10.1075/tblt.7.11byr 267 299 33 Article 16 01 04 Task, task performance, and writing development Task, task performance, and writing development 01 04 Advancing the constructs and the research agenda Advancing the constructs and the research agenda 1 A01 01 JB code 325221626 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/325221626 2 A01 01 JB code 419221627 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/419221627 01 eng 30 00 This closing chapter aims to assess the contribution of the book to TBLT theory and research and to put forward directions for advancing TBLT constructs and research agendas. We consider the volume’s overall contribution to the TBLT field to lie in linking the psycholinguistic with the textual, meaning-making nature of writing and in presenting theoretical and methodological refinements along with empirical advances that reflect that orientation. We have organized the details of that contribution as well as the suggestions for future research directions along four closely inter-related foci, namely: (a) a learner-internal perspective that explores the volume’s findings regarding the learner dimension of tasks and the learner’s agency in task execution; (b) a learning orientation that summarizes the studies’ findings and suggests new research paths that elaborate the proposed new theoretical positions, particularly in terms of their ability to specify the nature of learning and development through task-based writing; (c) a textual meaning-making orientation that expands the empirical research agenda for tasks as meaning-making environments and considers implications for assessing task performance from a psycholinguistic and a textual perspective; and (d) a curricular orientation that would illuminate what instructed learners might be able to accomplish when they have the benefit of a principled task- and text-oriented instructional framework. 01 01 JB code tblt.7.12con 06 10.1075/tblt.7.12con 301 303 3 Miscellaneous 17 01 04 About the contributors About the contributors 01 eng 01 01 JB code tblt.7.13aut 06 10.1075/tblt.7.13aut 305 307 3 Article 18 01 04 Author index Author index 01 eng 01 01 JB code tblt.7.14sub 06 10.1075/tblt.7.14sub 309 312 4 Article 19 01 04 Subject index Subject index 01 eng 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.7 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20141114 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 17 12 01 00 Unqualified price 02 JB 1 02 33.00 EUR 02 00 Unqualified price 02 28.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 17 12 01 00 Unqualified price 02 JB 1 02 49.95 USD 928008521 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code TBLT 7 Hb 15 9789027207296 06 10.1075/tblt.7 13 2014022870 00 BB 01 245 mm 02 174 mm 08 760 gr 10 01 JB code TBLT 02 1877-346X 02 7.00 01 02 Task-Based Language Teaching Task-Based Language Teaching 01 01 Task-Based Language Learning - Insights from and for L2 Writing Task-Based Language Learning – Insights from and for L2 Writing 1 B01 01 JB code 318128345 Heidi Byrnes Byrnes, Heidi Heidi Byrnes Georgetown University 07 https://benjamins.com/catalog/persons/318128345 2 B01 01 JB code 679128346 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 07 https://benjamins.com/catalog/persons/679128346 01 eng 11 323 03 03 xi 03 00 312 03 01 23 418.0071 03 2014 P53.82 04 Language and languages--Study and teaching. 04 Task analysis in education. 04 Academic writing--Study and teaching. 10 LAN020000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.WRIT Writing and literacy 01 06 02 00 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 TBTL might benefit the learning and teaching of writing. 03 00 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/tblt.7.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207296.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207296.tif 01 01 D503 https://benjamins.com/covers/1200_front/tblt.7.hb.png 01 01 D503 https://benjamins.com/covers/125/tblt.7.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/tblt.7.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/tblt.7.hb.png 01 01 JB code tblt.7.001loc 06 10.1075/tblt.7.001loc vii viii 2 Article 1 01 04 List of contributors List of contributors 01 eng 01 01 JB code tblt.7.002pre 06 10.1075/tblt.7.002pre ix xi 3 Article 2 01 04 Series editors' preface to volume 7 Series editors’ preface to volume 7 01 eng 01 01 JB code tblt.7.01byr 06 10.1075/tblt.7.01byr 1 23 23 Article 3 01 04 Task-based language learning Task-based language learning 01 04 Insights from and for L2 writing - an introduction Insights from and for L2 writing - an introduction 1 A01 01 JB code 131221611 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/131221611 2 A01 01 JB code 487221612 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/487221612 01 eng 30 00 In this introduction we provide an overview of the intended contribution of the volume to TBLT theory and research. It starts from the perspective that TBLT-oriented theoretical framing and explicitly theorized empirical research endeavours have, in general, taken oral communication as their main focus. This focus has prevented the construct of ‘task’ from attaining the kind of status that it deserves in the field of applied language studies. Based on that belief, this introductory chapter positions the contributions in the volume as showcasing diverse facets of the complex phenomenon of writing. It foreshadows how including a focus on L2 writing might influence theory and research into TBLT and, beyond that, contribute to fostering language development in a TBLT environment. Concluding with a synthesis of the volume’s individual contributions, the chapter creates an encompassing context for the diverse treatments of task and writing offered in the volume’s individual studies. 01 01 JB code tblt.7.s1 06 10.1075/tblt.7.s1 Section header 4 01 04 PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing 01 eng 01 01 JB code tblt.7.02man 06 10.1075/tblt.7.02man 27 52 26 Article 5 01 04 The internal dimension of tasks The internal dimension of tasks 01 04 The interaction between task factors and learner factors in bringing about learning through writing The interaction between task factors and learner factors in bringing about learning through writing 1 A01 01 JB code 657221613 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/657221613 01 eng 30 00 This chapter considers how an “internal dimension of tasks” can both shed new light on the relationship between task interpretation, task performance, and learning outcomes, and advance the research agenda on task learning with worthwhile new empirical questions. Building on an expanded notion of the construct of task and the premise that language learning through task is closely linked to the problem-solving activity learners engage in while they are composing, the chapter explores the nature of learner agency in this problem-solving activity and hence the close connection between learners’ own perceptions of task demands, goals, and expected outcomes, and their processing activity during task execution. The chapter claims that TBLT-based understandings of the interplay between task factors and learner factors can benefit from incorporating insights derived from the cognitively-oriented L2 writing theoretical and empirical literature. This should facilitate the quest for answers to theoretically and pedagogically relevant empirical questions on task learning in general. 01 01 JB code tblt.7.03mac 06 10.1075/tblt.7.03mac 53 77 25 Article 6 01 04 Reframing task performance Reframing task performance 01 04 The relationship between tasks, strategic behaviour, and linguistic knowledge in writing The relationship between tasks, strategic behaviour, and linguistic knowledge in writing 1 A01 01 JB code 88221614 Ernesto Macaro Macaro, Ernesto Ernesto Macaro 07 https://benjamins.com/catalog/persons/88221614 01 eng 30 00 Task-based research in the area of second language (L2) writing has begun to address learner-verbalized internal processes, but there is a need for much more understanding of how learners go about the process of composing during an L2 writing task and the factors that might influence that process. Task-based language teaching (TBLT) research in general has also focused somewhat obsessively on task completion and task outcomes, thereby neglecting the role that tasks can have in furthering language acquisition and skill development. This chapter contributes to the aims of Part 1 of this book by proposing that a useful way to remedy this situation is to examine both theoretically and empirically the relationship between tasks, strategic behaviour, and linguistic knowledge. 01 01 JB code tblt.7.04byr 06 10.1075/tblt.7.04byr 79 103 25 Article 7 01 04 Theorizing language development at the intersection of `task' and L2 writing Theorizing language development at the intersection of ‘task’ and L2 writing 01 04 Reconsidering complexity Reconsidering complexity 1 A01 01 JB code 508221615 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/508221615 01 eng 30 00 The chapter argues that advantageous synergies between task and L2 writing can come about through a bidirectional link between them that recovers existing shared interests and discovers new commonalities. It suggests that a multiple literacies orientation that focuses on textual meaning-making might help create the needed platform for addressing fundamental concerns in both areas regarding L2 learning, L2 development over long instructional periods, and pressing educational issues in a global world, particularly with regard to attaining advanced ability levels. On the one hand, this involves an expansion of the notion of task, made possible through a meaning-oriented theory of language; on the other hand, the introduction of ‘task’ offers an advantageous focus for both writing research and practice. Taking a historical perspective and focusing on the central construct of complexity, the chapter first probes the presence in TBLT and writing theorizing and research of a textual meaning orientation. Thereafter it addresses issues in the language studies field that a synergistic link between these two areas that embraces a textual and meaning focus might usefully address in the interest of language teaching and learning. It concludes with brief comments on how such an approach repositions assessment and how it relates to the call for the development of symbolic competence in the era of multilingualism and globalization. 01 01 JB code tblt.7.s2 06 10.1075/tblt.7.s2 Section header 8 01 04 PART II. Empirical findings PART II. Empirical findings 01 eng 01 01 JB code tblt.7.05nit 06 10.1075/tblt.7.05nit 107 136 30 Article 9 01 04 Task repetition and L2 writing development Task repetition and L2 writing development 01 04 A longitudinal study from a Dynamic Systems perspective A longitudinal study from a Dynamic Systems perspective 1 A01 01 JB code 690221616 Ryo Nitta Nitta, Ryo Ryo Nitta 07 https://benjamins.com/catalog/persons/690221616 2 A01 01 JB code 13221617 Kyoko Baba Baba, Kyoko Kyoko Baba 07 https://benjamins.com/catalog/persons/13221617 01 eng 30 00 Previous research has shown that repetition of a task improves L2 oral performance in terms of fluency and complexity (e.g. Bygate 2001). However, there is no clear evidence regarding the effects of task repetition and task-type repetition on L2 writing ability. Using a Dynamic Systems perspective, this study investigates longitudinally over a one-year period whether any noticeable changes are brought about through repeating a timed writing task. Forty-six first-year Japanese university students participated in this project for thirty weeks. Each week students wrote a composition on a chosen topic for ten minutes; the topic was changed every two weeks. A group-level analysis of 1300 compositions with five indices of fluency and syntactic and lexical measures shows that, while the effects of specific task repetition were limited, task-type repetition did have a marked effect on writing in terms of lexical and grammatical aspects. An individual-level analysis suggests that task-type repetition does not have an identical effect on student writing development in terms of linguistic features. Based on these findings, we suggest that the benefits of repeating the task may not show up in the short term but that repetition over an extended period would yield positive effects on students’ writing. 01 01 JB code tblt.7.06ada 06 10.1075/tblt.7.06ada 137 161 25 Article 10 01 04 Planning and production in computer-mediated communication (CMC) writing Planning and production in computer-mediated communication (CMC) writing 1 A01 01 JB code 156221618 Rebecca Adams Adams, Rebecca Rebecca Adams 07 https://benjamins.com/catalog/persons/156221618 2 A01 01 JB code 483221619 Sara Amani Amani, Sara Sara Amani 07 https://benjamins.com/catalog/persons/483221619 3 A01 01 JB code 579221620 Jonathan Newton Newton, Jonathan Jonathan Newton 07 https://benjamins.com/catalog/persons/579221620 4 A01 01 JB code 671221621 Nik Aloesnita Nik Mohd Alwi Nik Mohd Alwi, Nik Aloesnita Nik Aloesnita Nik Mohd Alwi 07 https://benjamins.com/catalog/persons/671221621 01 eng 30 00 A growing body of research has documented the effect of pre-task and online planning on second language task-based production (e.g. Ellis 2005; Ortega 1999; Yuan & Ellis 2003). However, relatively little research has addressed the effects of planning time on written communication and none to date has considered the role of planning in computer-mediated task-based writing. The current study investigates the effect of planning on the task-based writing of 45 Malaysian civil engineering majors studying at a technical university and enrolled in courses focusing on English for professional communication. The students were divided into teams of three and linked via networked computers. Each team member was provided with information on a civil engineering scenario and asked to write a proposal via a wiki for the best type of equipment to use. The text from the wiki pages formed the data for the current study. The teams were grouped into three experimental conditions: pre-task planning, online planning, and no planning. Multiple measures of fluency, accuracy, and complexity of their language production were analyzed. The results showed that different types of planning promoted different aspects of written production and therefore different learning opportunities. Overall, this study contributes to the aims of the book of expanding the research base on the connection between TBLT and language development by providing evidence for how task implementation options influence the language learning opportunities available in CMC-based writing tasks. 01 01 JB code tblt.7.07rui 06 10.1075/tblt.7.07rui 163 191 29 Article 11 01 04 Task complexity and linguistic performance in advanced college-level foreign language writing Task complexity and linguistic performance in advanced college-level foreign language writing 1 A01 01 JB code 83221622 Marcela Ruiz-Funes Ruiz-Funes, Marcela Marcela Ruiz-Funes 07 https://benjamins.com/catalog/persons/83221622 01 eng 30 00 This study contributes to our understanding of the potential of tasks in the domain of writing for second/foreign language (L2/FL) development by exploring task complexity in academic writing and its effect on the linguistic performance of advanced college-level learners of Spanish. It focuses on essay-type writing tasks of different levels of complexity in terms of topic, discourse genre, task type, and cognitive processing and their relationship to syntactic complexity, accuracy, and fluency (CAF). It adds to the emerging research on task complexity in L2/FL writing in terms of two models: Skehan and Foster’s Limited Attentional Capacity Model (Skehan 1998a, 2001, 2003; Skehan & Foster 1999, 2001) and Robinson’s Cognition Hypothesis (Robinson 2001a, 2001b, 2003, 2005, 2007). Findings suggest a tendency towards an emerging tension between syntactic complexity and accuracy and fluency in relation to task complexity and, at the same time, a positive association between task complexity and some measures of syntactic complexity, accuracy, and fluency depending on the writing abilities of the students based on the quality of the essays they produced. The chapter calls for future research that provides a classificatory system of task complexity in L2/FL writing to help explain the effect of task variables on attentional resources and the role played by long-term and working memory capacity in the composing processes. In addition, further research is needed that considers writing ability in relation to levels of L2/FL language proficiency in order to understand better the interaction between tasks, L2/FL composing skills, and language production. 01 01 JB code tblt.7.08kor 06 10.1075/tblt.7.08kor 193 216 24 Article 12 01 04 Differences across modalities of performance Differences across modalities of performance 01 04 An investigation of linguistic and discourse complexity in narrative tasks An investigation of linguistic and discourse complexity in narrative tasks 1 A01 01 JB code 267221623 Judit Kormos Kormos, Judit Judit Kormos 07 https://benjamins.com/catalog/persons/267221623 01 eng 30 00 This study investigated the linguistic and discourse differences between oral and written narrative performance on two tasks of different degrees of cognitive complexity. The participants of the study were 44 secondary school students in their second academic year of an English-Hungarian bilingual educational program in Hungary. Two narrative tasks were administered in speech and in writing. Three global linguistic aspects of students’ performance were assessed: lexical diversity and variety, accuracy, and grammatical complexity. Task specific measures included the ratio of correctly used relative clauses and past-tense verbs as well as the ratio of relative clauses compared to the total number of clauses. The frequency of positive and negative additive, temporal, causal, and logical connectives was measured using the Coh-Metrix 2.0 program. Spatial, temporal, intentional, and causal cohesion indices were also calculated with the help of Coh-Metrix 2.0. My findings indicate that, in writing, the participants were more accurate and used more varied vocabulary than in speech, but their performance was similar in terms of syntactic complexity. The analysis of cohesion revealed that students used significantly more positive and negative additive and causal connectives in speech than in writing in both types of tasks. The research presented in this chapter provides new insights into the nature of task complexity and complexity of performance in the field of L2 writing and elucidates potentials of writing tasks in furthering language development. 01 01 JB code tblt.7.09tav 06 10.1075/tblt.7.09tav 217 236 20 Article 13 01 04 Storyline complexity and syntactic complexity in writing and speaking tasks Storyline complexity and syntactic complexity in writing and speaking tasks 1 A01 01 JB code 745221624 Parvaneh Tavakoli Tavakoli, Parvaneh Parvaneh Tavakoli 07 https://benjamins.com/catalog/persons/745221624 01 eng 30 00 Task-based Language Teaching (TBLT) research has provided ample evidence that cognitive complexity is an important aspect of task design that influences learner performance in terms of fluency, accuracy, and syntactic and lexical complexity. Task features such as the degree of structure and storyline complexity contribute to task complexity and affect different aspects of L2 performance. Two of the current models of task complexity (i.e. Skehan 1998, and Robinson 2001), have further encapsulated different dimensions of task complexity and have provided both a framework for evaluating and predicting task complexity and a detailed discussion of the factors that may affect cognitive complexity. These models by principle are assumed to be pertinent to all tasks regardless of their purpose, type, or mode. However, little is known about whether cognitive complexity affects writing and speaking tasks in similar ways, or whether it has similar influences on L2 oral and written performance. By replicating previous research in oral task performance (Tavakoli & Foster 2008), the current study investigates the effects of storyline complexity on L2 learners writing in narrative tasks. The findings indicate that, although cognitive complexity affects both written and spoken performances, the way it affects the syntactic complexity of writing and speaking differs to some extent. In addition to presenting empirical data that provides insights into the effects of cognitive complexity on L2 learners’ writing and speaking, the main contribution of the chapter is to help extend our understanding of how task complexity plays out with the syntactic complexity of L2 performance in the two different modes, and to allow for a more in-depth understanding of the ways in which task complexity contributes to L2 writing. In that fashion, the findings of the current study can also begin to answer the question of whether or not a single model of task complexity can account for both writing and speaking tasks. 01 01 JB code tblt.7.10byr 06 10.1075/tblt.7.10byr 237 263 27 Article 14 01 04 Linking task and writing for language development Linking task and writing for language development 01 04 Evidence from a genre-based curricular approach Evidence from a genre-based curricular approach 1 A01 01 JB code 963221625 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/963221625 01 eng 30 00 This chapter explores the link between task and writing by taking an education-oriented view, in order to contribute to answering the question of how L2 writing development to advanced ability levels might best be fostered through genre-oriented TBLT instruction. A companion to the theoretical treatment of task and writing offered in Chapter 4, the chapter interprets language development as an increase in textual meaning-making through genre-based writing tasks. Within that approach it reshapes ‘complexity’ in terms of choices in textual meaning-making and proposes textually oriented parameters for operationalizing complexification. In addition, it suggests the construct of grammatical metaphor (GM) as theorized in systemic functional linguistics (SFL) as especially well-suited for delineating, fostering, and assessing critical aspects of language development. Reflecting this approach, the chapter presents evidence from a longitudinal study about how L2 writing development unfolded in a genre-based approach to task within a curricular context. The focal area of analysis and interpretation are formal aspects of GM, realized through nominalization, and their implications for a developing textual meaning-making ability. Aligning itself with recent scholarship that has called for the careful specification of educational contexts if research findings are to be relevant for language teaching and learning, the chapter concludes with reflections that affirm the potential for genre-based writing tasks to provide a suitably differentiated awareness of the nature of instructed language development within a well-specified curricular framework. 01 01 JB code tblt.7.s3 06 10.1075/tblt.7.s3 Section header 15 01 04 PART III. Coda PART III. Coda 01 eng 01 01 JB code tblt.7.11byr 06 10.1075/tblt.7.11byr 267 299 33 Article 16 01 04 Task, task performance, and writing development Task, task performance, and writing development 01 04 Advancing the constructs and the research agenda Advancing the constructs and the research agenda 1 A01 01 JB code 325221626 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/325221626 2 A01 01 JB code 419221627 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/419221627 01 eng 30 00 This closing chapter aims to assess the contribution of the book to TBLT theory and research and to put forward directions for advancing TBLT constructs and research agendas. We consider the volume’s overall contribution to the TBLT field to lie in linking the psycholinguistic with the textual, meaning-making nature of writing and in presenting theoretical and methodological refinements along with empirical advances that reflect that orientation. We have organized the details of that contribution as well as the suggestions for future research directions along four closely inter-related foci, namely: (a) a learner-internal perspective that explores the volume’s findings regarding the learner dimension of tasks and the learner’s agency in task execution; (b) a learning orientation that summarizes the studies’ findings and suggests new research paths that elaborate the proposed new theoretical positions, particularly in terms of their ability to specify the nature of learning and development through task-based writing; (c) a textual meaning-making orientation that expands the empirical research agenda for tasks as meaning-making environments and considers implications for assessing task performance from a psycholinguistic and a textual perspective; and (d) a curricular orientation that would illuminate what instructed learners might be able to accomplish when they have the benefit of a principled task- and text-oriented instructional framework. 01 01 JB code tblt.7.12con 06 10.1075/tblt.7.12con 301 303 3 Miscellaneous 17 01 04 About the contributors About the contributors 01 eng 01 01 JB code tblt.7.13aut 06 10.1075/tblt.7.13aut 305 307 3 Article 18 01 04 Author index Author index 01 eng 01 01 JB code tblt.7.14sub 06 10.1075/tblt.7.14sub 309 312 4 Article 19 01 04 Subject index Subject index 01 eng 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/tblt.7 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20141114 C 2014 John Benjamins Publishing Company D 2014 John Benjamins Publishing Company 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 13 16 01 00 Unqualified price 02 JB 1 02 99.00 EUR 02 00 Unqualified price 02 83.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 13 16 01 00 Unqualified price 02 JB 1 02 149.00 USD