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Task-Based Language Teaching
Task-Based Language Teaching
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JB code
jbe-all
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Full EBA collection (ca. 4,200 titles)
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JB code
jbe-2015-all
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Complete backlist (3,208 titles, 1967–2015)
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Complete backlist (1967–2015)
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JB code
jbe-2015-linguistics
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Subject collection: Linguistics (2,773 titles, 1967–2015)
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Linguistics (1967–2015)
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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
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418.0071
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2014
P53.82
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Language and languages--Study and teaching.
04
Task analysis in education.
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Academic writing--Study and teaching.
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LAN020000
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CJA
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JB code
LIN.APPL
Applied linguistics
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JB code
LIN.LA
Language acquisition
24
JB code
LIN.EDUC
Language teaching
24
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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.
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viii
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List of contributors
List of contributors
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eng
01
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tblt.7.002pre
06
10.1075/tblt.7.002pre
ix
xi
3
Article
2
01
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Series editors' preface to volume 7
Series editors’ preface to volume 7
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eng
01
01
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tblt.7.01byr
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10.1075/tblt.7.01byr
1
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23
Article
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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.
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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.
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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
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eng
01
JB code
JBENJAMINS
John Benjamins Publishing Company
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01
JB code
JB
John Benjamins Publishing Company
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https://benjamins.com
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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
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WORLD
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9789027207296
WORLD
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John Benjamins e-Platform
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https://jbe-platform.com
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https://jbe-platform.com/content/books/9789027269713
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Corporate / Library / Education price
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GBP
GB
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28.00
GBP
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Corporate / Library / Education price
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149.00
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TBLT 7 GE
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TBLT
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1877-346X
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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
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xi
03
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312
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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
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01
D503
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Series editors' preface to volume 7
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tblt.7.01byr
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23
23
Article
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01
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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
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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.
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vii
viii
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List of contributors
List of contributors
01
eng
01
01
JB code
tblt.7.002pre
06
10.1075/tblt.7.002pre
ix
xi
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Article
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01
04
Series editors' preface to volume 7
Series editors’ preface to volume 7
01
eng
01
01
JB code
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01
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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
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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
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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
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01
JB code
JB
John Benjamins Publishing Company
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https://benjamins.com
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https://benjamins.com/catalog/tblt.7
Amsterdam
NL
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John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
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20141114
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2014
John Benjamins Publishing Company
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2014
John Benjamins Publishing Company
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WORLD
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John Benjamins Publishing Company
+31 20 6304747
+31 20 6739773
bookorder@benjamins.nl
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https://benjamins.com
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928008521
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TBLT 7 Hb
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9789027207296
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10.1075/tblt.7
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2014022870
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245
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174
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TBLT
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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.
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tblt.7.001loc
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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.
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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
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John Benjamins Publishing Company
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https://benjamins.com
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https://benjamins.com/catalog/tblt.7
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20141114
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2014
John Benjamins Publishing Company
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2014
John Benjamins Publishing Company
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