Task Sequencing and Instructed Second Language Learning
Language: English
Published by BLOOMSBURY ACADEMIC, 2014
Series: Book 4 of 6 - Advances in Instructed Second Language Acquisition Research
- Hardcover
- Used
Seller: Buchpark, Trebbin, GermanyBuchpark
AbeBooks seller since September 30, 2021
Condition: Used - Fine
US$ 87.53
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Add to basketItem description from seller
Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | Task Sequencing and Instructed Second Language Learning provides theoretical rationales for, and empirical studies of, the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences, and both laboratory and classroom-based research into them, are presented.This is the first collection of so far under-researched studies on the effects of task sequencing, framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing.Perspectives include-- laboratory-based and classroom-based research designs-- implications for teacher training-- laboratory and classroom research methods-- conversational interaction-- task sequencing and Task Based Language Teaching syllabus design.
Seller Inventory # 24255140/2
- Title
- Task Sequencing and Instructed Second Language Learning
- Author
- Unbekannt
- Publisher
- BLOOMSBURY ACADEMIC
- Publication year
- 2014
- Condition
- Sehr gut
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 1623562767
- ISBN 13
- 9781623562762
- Series
- Book 4 of 6: Advances in Instructed Second Language Acquisition Research
- Seller catalogs
- Bücher
Task Sequencing and Instructed Second Language Learning provides theoretical rationales for, and empirical studies of, the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences, and both laboratory and classroom-based research into them, are presented.
This is the first collection of so far under-researched studies on the effects of task sequencing, framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing.
Perspectives include
-- laboratory-based and classroom-based research designs
-- implications for teacher training
-- laboratory and classroom research methods
-- conversational interaction
-- task sequencing and Task Based Language Teaching syllabus design
"Synopsis" may belong to another edition of this title.
About the Author
Roger Gilbert is a Lecturer and Researcher at Universitat de Barcelona, Spain
Peter Robinson is a Professor at Aoyama Gakuin University, Japan
"About the title" may belong to another edition of this title.
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