Task Sequencing and Instructed Second Language Learning

By: Melissa Baralt (Editor), Roger Gilabert (Editor), Peter Robinson (Editor)

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Paperback | 28 January 2016 | Edition Number 1

At a Glance

Paperback
248 Pages

Dimensions(cm)
24.13 x 15.88 x 2.54

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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

Industry Reviews

[Task Sequencing and Instructed Second Language Learning] provides a welcome contribution to the current discussion. ... [T]he volume gives much food for thought ... [and] makes an interesting starting point for anyone looking for a challenging research topic. * Journal of Linguistics and Language Teaching *
Task Sequencing and Instructed Second Language Learning is an important contribution to our understanding of the effects of task design in second language pedagogy. Analysing a wide range of instructional contexts, the editors have brought together a collection of carefully designed studies conducted in experimentally controlled and classroom environments. An innovative piece of work for both researchers and language teachers and anyone who is interested in using language learning tasks in order to promote L2 learning. -- Ineke Vedder, Lecturer and Researcher of Language and Linguistics, University of Amsterdam, The Netherlands

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