Task type and task processing conditions as influences on foreign language performance

Language Teaching Research

Volumn 1, Issue 3, 1997, Pages 185-211

  Skehan, Peter ^a   Foster, Pauline ^a  

^a UNIVERSITY OF WEST LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344842998     PISSN: 13621688     EISSN: 14770954     Source Type: Journal    
DOI: 10.1177/136216889700100302     Document Type: Article

References (26)

1. Brock, C. 1986: The effects of referential questions on classroom discourse. TESOL Quarterly 20: 47-59.
2. Brumfit, C. and Johnson, K., editors, 1979: The communicative approach to language teaching. Oxford: Oxford University Press.
3. Bygate, M. 1996: Effects of task repetition: apprising the developing language of learners. In Willis, D. and Willis, J., editors, Challenge and change in language teaching. London: Heinemann.
4. Candlin, C. 1987: Towards task-based language learning. In Candlin, C. and Murphy, D., editors, Language learning task. Englewood Cliffs, NJ: Prentice-Hall.
5. Cook, G. and Seidlehofer, B., editors, 1995: Principle and practice in applied linguistics. Oxford: Oxford University Press.
6. Crookes, G. 1989: Planning and interlanguage variation. Studies in Second Language Acquisition 11: 367-83.
7. Ellis, R. 1987: Interlanguage variability and narrative discourse: style shifting in the use of the past tense. Studies in Second Language Acquisition 9: 12-20.
8. Foster, P. in press: A classroom perspective on the negotiation of meaning. Applied Linguistics.
9. Foster, P. and Skehan, P. 1996: The influence of planning and task type on second language performance. Studies in Second Language Acquisition September 1996.
10. Fotos, S. and Ellis, R. 1991: Communicating about grammar: a task-based approach. TESOL Quarterly 25: 605-28.
11. Labov, W. 1972: Sociolinguistic patterns. Philadelphia: University of Pennsylvania Press.
12. Long, M. 1989: Task, group, and task-group interactions. University of Hawai'i Working Papers in ESL 8: 1-26.
13. Long, M. 1992: Paper presented at the American Association of Applied Linguistics Conference, Seattle.
14. Long, M. and Crookes, G. 1991: Three approaches to task-based syllabus design. TESOL Quarterly 26(1): 27-56.
15. Long, M. and Crookes, G. 1993: Units of analysis in syllabus design: the case for task. In Crookes, G. and Gass, S. editors, 1993a: Tasks in a pedagogical context: integrating theory and practice. Clevedon, Avon: Multilingual Matters.
16. Nunan, D. 1989: Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
17. Plough, I. and Gass, S. 1993: Interlocutor and task familiarity: effects on interactional structure. In Crookes, M. and Gass, S. editors, 1993b: Tasks and language learning: integrating theory and practice. Clevedon, Avon: Multilingual Matters.
18. Prabhu, N.S. 1987: Second language pedagogy. Oxford: Oxford University Press.
19. Skehan, P. 1992: Second language acquisition strategies and task-based learning. Thames Valley University Working Papers in English Language Teaching, Volume 1, 178-208.
20. Skehan, P. 1995: Analysability, accessibility, and ability for use. In Cook, G. and Seidlehofer, B., editors, Principle and practice in applied linguistics. Oxford: Oxford University Press.
21. Skehan, P. 1996: A framework for the implementation of task based instruction. Applied Linguistics 17(1): 38-62.
22. Swain, M. 1995: Three functions of output in second language learning. In Cook, G. and Seidlehofer, B., editors, Principle and practice in applied linguistics, Oxford: Oxford University Press.
23. Tarone, E. 1988: Variation and interlanguage. London: Edward Arnold.
24. Widdowson, H.G. 1989: Knowledge of language and ability for use. Applied Linguistics 10(2): 128-137.
25. Willis, D. 1990: The lexical syllabus, London: Collins.
26. Yule, G., Powers, M. and Macdonald, D. 1992: The variable effects of some task-based learning procedures on L2 communicative effectiveness. Language Learning 42(2): 249-77.