Cited by

Cited by 4 other publications

Andon, Nick
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 132 ff. Crossref logo
Samuda, Virginia, Martin Bygate & Kris Van den Branden
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 2 ff. Crossref logo
Taguchi, Naoko & YouJin Kim
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 2 ff. Crossref logo
Van den Branden, Kris
2016. The Role of Teachers in Task-Based Language Education. Annual Review of Applied Linguistics 36  pp. 164 ff. Crossref logo

This list is based on CrossRef data as of 03 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

References

References

Berben, M., Van den Branden, K., & Van Gorp, K.
(2007) “We’ll see what happens.” Tasks on paper and tasks in a multilingual classroom. In K. Van den Branden, K. Van Gorp & M. Verhelst (Eds.), Tasks in action. Task-based language education from a classroom-based perspective (pp. 32–67). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Borg, S.
(2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109. CrossrefGoogle Scholar
Breen, M.
(1987) Learner contributions to task design. In C. Candlin, & D. Murphy (Eds.), Language learning tasks (pp. 23–46). London: Prentice Hall.Google Scholar
Bygate, M., Norris, J.M., Van den Branden, K.
(2015) Task-based language teaching. Encyclopedia of Applied Linguistics. Chichester: Wiley. CrossrefGoogle Scholar
Carless, D.
(2007) The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35, 595–608. CrossrefGoogle Scholar
Cheung, A., & Slavin, R.
(2005) Effective reading programs for English language learners and other language minority students. Bilingual Research Journal, 29(2), 241–267. CrossrefGoogle Scholar
Clark, H.
(1996) Using language. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Deci, E., & Ryan, R.
(1985) Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press. CrossrefGoogle Scholar
Dörnyei, Z.
(2002) The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137–158). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Dweck, C.
(2000) Self-theories: Their role in motivation personality and development. Philadelphia, PA: Psychology Press.Google Scholar
Edmondson, W.
(1985) Discourse worlds in the classroom and in foreign language. Studies in Second Language Acquisition, 7, 159–168. CrossrefGoogle Scholar
Graham, S., & Perin, D.
(2007) A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445–476. CrossrefGoogle Scholar
East, M.
(2012) Task-based language teaching from the teachers’ perspective. Amsterdam; John Benjamins. CrossrefGoogle Scholar
Hattie, J.
(2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.Google Scholar
Hattie, J., & Timperley, H.
(2007) The power of feedback. Review of Educational Research, 77, 81–112. CrossrefGoogle Scholar
Hattie J., & G. Yates
(2014) Visible learning and the science of how we learn. London: Routledge.Google Scholar
Ellis, R.
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar
Laufer, B., & Hulstijn, J.
(2001) Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22, 1–26. CrossrefGoogle Scholar
Long, M.
(1985) A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77–99). Clevedon: Multilingual Matters.Google Scholar
(2005) Second language needs analysis. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Mackey, A., & Goo, J.
(2007) Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 407- 452). Oxford: Oxford University Press.Google Scholar
Marzano, R., Pickering, D., & Pollock, J.
(2001) Classroom instruction that works. Alexandria, VA: ASCD.Google Scholar
Norris, J.M.
(2009) Task-based teaching and testing. In M. Long and C. Doughty (Eds.), Handbook of language teaching (pp. 578–594). Cambridge: Blackwell. CrossrefGoogle Scholar
Nunan, D.
(2004) Task-based language teaching. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Petty, G.
(2009) Evidence-based teaching: A practical approach. Cheltenham: Nelson Thornes.Google Scholar
Samuda, V.
(2001) Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks, second language learning, teaching and testing (pp.119–140). Harlow: Longman.Google Scholar
Samuda, V., & Bygate, M.
(2008) Tasks in second language learning. Houndmills: Palgrave.Google Scholar
Shehadeh, A., & Coombe, C.
(Eds.) (2012) Task-based language teaching in foreign language contexts. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Van den Branden, K.
(2006a) Task-based language education in a nutshell. In K. Van den Branden (Ed.), Task-based language education: from theory to practice (pp. 1–16). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(Ed.) (2006b) Task-based language education: From theory to practice. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
(2009a) Diffusion and implementation of innovations. In M. Long & C. Doughty (Eds.), The Handbook of Language Teaching (pp. 659–672). Oxford: Blackwell. CrossrefGoogle Scholar
(2009b) Mediating between predetermined order and complete chaos. The role of the teacher in task-based language education. IJAL International Journal of Applied Linguistics, 19(3), 264–285. CrossrefGoogle Scholar
Van den Branden, K., Bygate, M., & Norris, J.
(2009) Task-based language teaching: Introducing the reader. In K. Van den Branden, M. Bygate, & J. Norris (Eds.), Task-based language teaching: A reader (pp. 1–19). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Van den Branden, K., Van Gorp, K., & Verhelst, M.
(Eds.) (2007) Tasks in action: Task-based language education from a classroom-based perspective. Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Van Gorp; K.
(2010) Meester, wat is genen? De effectiviteit van kennisconstructie en schooltaalverwerving bij NT2-leerlingen aan het einde van het basisonderwijs. Unpublished Ph.D. dissertation. Katholieke Universiteit Leuven.Google Scholar
Van Gorp, K, & Van den Branden, K.
. (in press 2015) Teachers, pupils and tasks. The genesis of dynamic learning opportunities. System.Google Scholar
Verheyden, L.
(2010) Achter de lijn. Unpublished Ph.D. dissertation. Katholieke Universiteit Leuven.Google Scholar
Verheyden, L., Van den Branden, K., Rijlaarsdam, G., van den Bergh, H., & De Maeyer, S.
(2010) Written narrations by 8 to 10-year old Turkish pupils of Flemish primary education: a follow-up of seven text features. Journal of Research in Reading, 33(1), 20–38. CrossrefGoogle Scholar
(2011) Translation skills and trade-off in young L2-learners' written narrations. In M. Fayol, D. Alamargot, & V. Berninger (Eds.), Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications. London: Psychology Press.Google Scholar