Task Sequencing and Instructed Second Language Learning (Paperback)

Melissa Baralt

ISBN 10: 1474274072 / ISBN 13: 9781474274074

Published by Bloomsbury Publishing PLC, London, 2016

About this Item

Paperback. 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 This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Seller Inventory # 9781474274074

Bibliographic Details

• Title: Task Sequencing and Instructed Second Language Learning (Paperback)
• Publisher: Bloomsbury Publishing PLC, London
• Publication Date: 2016
• Language: English
• ISBN 10: 1474274072
• ISBN 13: 9781474274074
• Binding: Paperback
• Condition: new

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

Peter Robinson is a Professor at Aoyama Gakuin University, Japan

Alessandro G. Benati is Professor in the School of Education, University College Dublin, Ireland. He has held positions in several British and overseas institutions. He is known for his work in second language acquisition, and he published ground-breaking research on the pedagogical framework called processing instruction. His research on processing instruction has been recently driven by the use of new online measurements (e.g., eye tracking, and self-paced reading). Alessandro has coordinated national and international high-impact research projects which have been influential in determining educational policy and had an impact in providing effective language teacher training programs. He is the author and co-author of several research monographs, peer-reviewed articles in high-ranked journals, and editor and co-editor of book series and scientific journals such as Cambridge Elements in SLA and Instructed Second Language Acquisition. He was a member of the sub-panel for Modern Languages and Linguistics for the Research Excellence Framework for England (REF 2021), AHRC Panel, and he is an Honorary Professor at Your SJ University (UK), University of Hong Kong (China), Adjunct Professor at Macquarie University (Australia), and Visiting Professor at Anaheim University (USA)