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Part III - The Task Syllabus and Materials

Published online by Cambridge University Press:  19 November 2021

Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Print publication year: 2021

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References

Further Reading

Baralt, M., Gilabert, R., and Robinson, P. (2014), eds. Task sequencing and instructed second language learning. London: Bloomsbury Academic Publishing.Google Scholar
Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In Robinson, P., ed. Cognition and second language instruction. Cambridge: Cambridge University Press, pp. 287318.Google Scholar
Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics 43: 133.CrossRefGoogle Scholar
Robinson, P. (2011), ed. Second language task complexity: researching the cognition hypothesis of language learning and performance. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Robinson, P. (2015). Second language task demands, the Cognition Hypothesis, and the SSARC model of pedagogic task sequencing. In Bygate, M., ed. Domains and directions in the development of TBLT. Amsterdam: John Benjamin, pp. 123–59.Google Scholar

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Further Reading

Baralt, M., Gilabert, R., and Robinson, P. (2014), eds. Task sequencing and instructed second language learning. London: Bloomsbury Academic.Google Scholar
Gilabert, R. (2005). Evaluating the use of multiple sources and methods in needs analysis: A case study of journalists in the Autonomous Community of Catalonia (Spain). In Long, M. H., ed. Second language needs analysis. Cambridge: Cambridge University Press, pp. 182–99.Google Scholar
Gilabert, R. and Castellví, J. (2019). Task and Syllabus Design for Morphologically Complex Languages. In Schwieter, J. and Benati, A., eds. The Cambridge handbook of language learning. Cambridge: Cambridge University Press, pp. 527–49.Google Scholar
González-Lloret, M. (2014). The need for needs analysis in technology-mediated TBLT. In González-Lloret, M. and Ortega, L., eds. Task-based language teaching. Vol. 6. Amsterdam: John Benjamins, pp. 2350.Google Scholar
Long, M.H. (2005). Second language needs analysis. Cambridge: Cambridge University Press.Google Scholar
Malicka, A., Gilabert, R., and Norris, J. M. (2017). From needs analysis to task design: Insights from an English for specific purposes context. Language Teaching Research, 23(1), 78106.Google Scholar
Malicka, A. (2018). The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research, 24(5), 642–65.Google Scholar

References

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Further Reading

Akiyama, Y. (2018). Synthesizing the practice of SCMC-based telecollaboration: A scoping review. CALICO Journal, 35(1),4976.Google Scholar
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O’Dowd, R. and Ware, P. D. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 3741.Google Scholar

References

Akiyama, Y. (2018). Synthesizing the practice of SCMC-based telecollaboration: A scoping review. CALICO Journal, 35(1), 4976.Google Scholar
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Luo, H. and Yang, C. (2018). Twenty years of telecollaborative practice : implications for teaching Chinese as a foreign language. Computer Assisted Language Learning, 31(5–6), 126.Google Scholar
O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 123.Google Scholar
O’Dowd, R. and Ware, P. D. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2),3741.Google Scholar
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Further Reading

Erlam, R. (2016). I’m still not sure what a task is: Teachers designing language tasks. Language Teaching Research, 20(3), 279–99.Google Scholar
González-Lloret, M. and Nielson, K. B. (2015). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19, 525–49.Google Scholar
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Further Reading

Ćatibušić, B., Gallagher, F., and Karazi, S. (2019). Syrian voices: An exploration of the language learning needs and integration supports for adult Syrian refugees in Ireland. International Journal of Inclusive Education, 25(1), 2239.Google Scholar
Gurzynski-Weiss, L. and IATBLT (n.d.). The TBLT Language Learning Task Bank. https://tblt.indiana.edu.Google Scholar
Long, M. H. (2015). Second language acquisition and task-based language teaching. West Sussex: Wiley-Blackwell.Google Scholar
Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role of the teacher. In Bygate, M., Skehan, P., and Swain, M., eds. Researching pedagogic tasks: Second language learning, teaching, and testing. Abingdon and New York: Routledge, pp. 119–40.Google Scholar

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