Task Sequencing and Instructed Second Language Learning

Melissa Baralt

ISBN 10: 1623562767 / ISBN 13: 9781623562762

Published by Bloomsbury 3PL, 2014

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - 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 # 9781623562762

Bibliographic Details

• Title: Task Sequencing and Instructed Second Language Learning
• Publisher: Bloomsbury 3PL
• Publication Date: 2014
• Language: English
• ISBN 10: 1623562767
• ISBN 13: 9781623562762
• Binding: Buch
• Condition: Neu
• Dimensions: 240W x 161H x 18D millimeters 240 millimeters width by 161 millimeters height by 18 millimeters depth
• Weight: 540 grams

About this title

Synopsis

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

About the Authors

Melissa Baralt is Assistant Professor of Spanish Applied Linguistics at Florida International University, USA.

Roger Gilbert is a Lecturer and Researcher at Universitat de Barcelona, Spain

Peter Robinson is a Professor at Aoyama Gakuin University, Japan