Effect of the presence and difficulty of task on strategy use: An exploratory study

IRAL - International Review of Applied Linguistics in Language Teaching

Volumn 42, Issue 1, 2004, Pages 1-47

  Oxford, Rebecca ^a   Cho, Yunkyoung ^b   Leung, Santoi ^b   Kim, Hae Jin ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21644440914     PISSN: 0019042X     EISSN: 16134141     Source Type: Journal    
DOI: 10.1515/iral.2004.001     Document Type: Article

References (74)

1. Arnold, Jane (1998). Affective Language Learning. Cambridge: Cambridge University Press.
2. Barnhart, Robert K. (1988). Dictionary of Etymology. Edinburgh: Chambers.
3. Bedell, David A. and Rebecca L. Oxford (1996). Cross-cultural comparisons of language learning strategies in the People's Republic of China and other countries. In Language Learning Strategies around the World: Cross-cultural Perspectives, Rebecca L. Oxford (ed.), 47–60. Manoa: University of Hawaii Press.
4. Breen, Michael (1987). Learner contributions to task design. In Language Learning Tasks, Christopher Candlin and Dermot Murphy (eds.), 23–46. Englewood Cliffs, NJ: Prentice Hall.
5. Bygate, Martin, Peter Skehan, and Merrill Swain (eds.) (2001). Researching Pedagogic Tasks. New York : Pearson.
6. Chamot, Anna Uhl and J. Michael O'Malley (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley.
7. Chen, Si-Qing (1990). A study of communication strategies in interlanguage production by Chinese EFL learners. Language Learning 40: 155–187.
8. Cohen, Andrew D. (1998). Strategies in Learning and Using a Second Language. Reading, MA: Addison Wesley Longman.
9. Coughlan, Peter and Patricia A. Duff (1994). Same task, different activities: Analysis of SLA task from an Activity Theory perspective. In Vygotskian Perspectives on Second Language Research, James Lantolf and Gabriela Appel (eds.), 173–193. Norwood, NJ: Ablex. Crookall, David and Rebecca Oxford (1990). Simulation, Gaming, and Language Learning.
10. Crookes, Graham. (1986). Task Classification: A Cross-disciplinary Review. Technical Report No. 4. Honolulu: Center for Second Language Classroom Research.
11. Dörnyei, Zoltán (2001). Te a ching and Researching Motivation. London: Longman.
12. Dörnyei, Zoltán and Richard Schmidt (eds.) (2001). Motivation and Second Language Acquisition. Manoa: University of Hawaii Press.
13. Doughty, Catherine and Jessica Williams (eds.) (1998). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press.
14. Doughty, Catherine, Jessica Williams, and Teresa Pica (1986). “Information-gap” tasks: Do they facilitate second language acquisition? TESOL Quarterly 20: 305–325.
15. Dreyer, Carisma and Rebecca L. Oxford (1996). Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa. In Language Learning Strategies around the World: Cross-cultural Perspectives, Rebecca L. Oxford (ed.), 61–74. Manoa: University of Hawaii Press.
16. Ehrman, Madeline E. and Rebecca L. Oxford (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal 73: 1–13.
17. Ehrman, Madeline E. and Rebecca L. Oxford (1990). Adult language learning styles and strategies in an intensive training setting. Modern Language Journal 74: 311–327.
18. Foster, Pauline (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics 19: 1–23.
19. Foster, Pauline and Peter Skehan (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition 18: 299–323.
20. Green, John and Rebecca L. Oxford (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly 29: 261–297.
21. Green, John and Rebecca L. Oxford (2003). At the theoretical crossroads between ESL and EFL: Predicting English proficiency and exploring learning strategies in Puerto Rico. Manuscript in progress.
22. Gu, Yongqi (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal 33: 35–55.
23. Hinkel, Eli and Sandra Fotos (eds.) (2001). New Perspectives on Grammar Teaching in Second Language Classrooms. Mahwah, NJ: Erlbaum.
24. Honeyfield, John (1993). Responding to task difficulty. In Simplification: Theory and Practice, M. Tickoo (ed.), 127–138. Singapore: Regional Language Center.
25. Hsiao, T. Y. and Rebecca L. Oxford (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal 86: 368–383.
26. Ikeda, Mayumi and Osamu Takeuchi (2000). Tasks and strategy use: Empirical implications for questionnaire studies. JACET Bulletin 31: 21–32.
27. Ku, Pei-Yu N. (1995). Strategies associated with proficiency and predictors of strategy choice: A study of language learning strategies of EFL students at three educational levels in Taiwan. Unpublished doctoral dissertation, Indianan University, Bloomington.
28. Long, Michael (1985). A role for instruction in second language acquisition: Task-based language training. In Modelling and Assessing Second Language Acquisition, Kenneth Hyltenstam and Manfred Pienemann (eds.), 77–99. Clevedon: Multilingual Matters.
29. Long, Michael and Graham Grookes (1993). Units of analysis in course design - the case for task. In Tasksina Pedagogical Context: Integrating Theory and Practice, Graham Crookes and Susan Gass (eds.). Clevedon: Multilingual Matters.
30. Mullins, Premvadee (1992). Successful English language learning strategies of students enrolled in the Faculty of Arts, Chulalongkorn University, Bangkok, Thailand. Unpublished doctoral dissertation, United States International University, San Diego, CA.
31. Nunan, David (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
32. O'Malley, J. Michael and Anna Uhl Chamot (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
33. Oxford, Rebecca L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.
34. Oxford, Rebecca L. (ed.) (1996). Language Learning Motivation: Pathways to the New Century. Manoa: University of Hawaii Press.
35. Oxford, Rebecca L. (ed.) (1996). Language Learning Strategies around the World: Cross-Cultural Perspectives. Manoa: University of Hawaii Press.
36. Oxford, Rebecca L. (1998). Anxiety and the language learner: New insights. In Affective Language Learning, Jane Arnold (ed.), Cambridge, U.K.: Cambridge University Press.
37. Oxford, Rebecca L. (1999). The Strategy Inventory for Language Learning (SILL): Theoretical context, research and concerns. Paper presented at the 12th World Congress of the International Association of Applied Linguistics, Tokyo.
38. Oxford, Rebecca L. (2000). Relationships between language learning strategies and language proficiency in the context of learner autonomy and self-regulation. Special issue edited by Leslie Bobb. Eval-uación e intervención psicoeducativa: Revista Interuniversitaria de Psicología de la Edu-cación, 3.
39. Oxford, Rebecca L. (2001). Language learning styles and strategies. In Te aching English as a Second Language, Marianne Celce-Murcia (ed.), 359–366. Boston: Heinle & Heinle.
40. Oxford, Rebecca L. (2001). “The bleached bones of a story:” Learners' constructions of language teachers. In Learner Contributions to Language Learning: New Directions in Research, Michael Breen (ed.), 86–111. London: Longman.
41. Oxford, Rebecca L. (2001). Sources of variation in language learning. In Oxford Handbook of Applied Linguistics, Robert Kaplan (ed.), 245–252. Oxford, UK: Oxford University Press.
42. Oxford, Rebecca L. and Andrew D. Cohen (2004). Te aching and Researching Language Learning Strategies. London: Addison Wesley Longman.
43. Oxford, Rebecca L. and Jacqueline Nuby (1997). Cross-cultural comparisons of psychological type: Students of Native American, African American, Mexican American, Caucasian American, and Russian backgrounds. In Psychological type and culture, East and West, M. Fields (ed.), 7–11. Gainesville, FL: Center for Psychological Type.
44. Oxford, Rebecca L. and Madeline Ehrman (1995). Adults' language learning strategies in an intensive foreign language program in the United States. System 23: 359–386.
45. Oxford, Rebecca L., David C. Lee, M. Ann Snow and Robin C. Scarcella (1994). Integrating the language skills through content-based instruction. System 22: 257–268.
46. Oxford, Rebecca L., Kathryn Rebecca Massey and Supreet Anand (2003). Transforming teacher-student style relationships: Toward a more welcoming and diverse classroom discourse. In The Power of Context in Language Teaching and Learning, Jan Frodesen and Christine Holten (eds.). Boston: Heinle & Heinle.
47. Oxford, Rebecca L. and Martha Nyikos (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal 73: 291–300.
48. Park, Gypo (1994). Language learning strategies: Why do adults need them? Unpublished dissertation, University of Texas, Austin, Texas, USA.
49. Pica, Theresa, Ruth Kanagy and Joseph Falodun (1993). Choosing and using communication tasks for second language instruction and research. In Ta sks and Language Learning: Integrating Theory and Practice, Graham Crookes and Susan Gass (eds.), 9–34. Clevedon, UK: Multilingual Matters.
50. Plough, India and Susan Gass (1993). Interlocutor and task familiarity: Effects on interactional structure. In Ta sks and Language Learning: Integrating Theory and Practice, Graham Crookes and Susan Gass (eds.), 35–55. Clevedon, UK: Multilingual Matters.
51. Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press.
52. Reid, Joy M. (ed.) (1995). Learning Styles in the ESL/EFL Classroom. Boston: Heinle & Heinle.
53. Reid, Joy M. (ed.) (1998). Understanding Learning Styles in the Second Language Classroom. New York: Pearson.
54. Richards, Jack and Theodore Rodgers (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
55. Robinson, Peter (1995). Task complexity and second language narrative discourse. Language Learning 45: 99–140.
56. Rossi-Le, Laura (1995). Learning styles and strategies in adult immigrant ESL students. In Learning Styles in the ESL/EFL Classroom, Joy M. Reid (ed.), 118–125. Boston: Heinle & Heinle.
57. Scarcella, Robin C. and Rebecca L. Oxford (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle.
58. Skehan, Peter (1996). A framework for implementing task-based instruction. Applied Linguistics 17: 38–62.
59. Skehan, Peter (1996). Second language acquisition research and task-based instruction. In Challenge and Change in Language Teaching, Jane Willis and David Willis (eds.), 17–30. Oxford: Heine-mann.
60. Skehan, Peter (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
61. Skehan, Peter (1998). Task-based instruction. Annual Review of Applied Linguistics 18: 268–286.
62. Smith, D. (1971). Task training. In AMA Encyclopedia of Supervisory Training, 581–586. New York : American Management Association.
63. Takeuchi, Osamu (1993). Language learning strategies and their relationship to achievement in English as a foreign language. Language Laboratory 30: 17–34.
64. Tierney, Robert J., John E. Readence and Ernest R. Dishner (1999). Reading Strategies and Practices: A Compendium. 5th ed. New York: Allyn & Bacon.
65. Vann, Roberta J. and Roberta G. Abraham (1990). Strategies of unsuccessful learners. TESOL Quarterly 24 (2): 177–198.
66. Vygotsky, Lev S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Massachusetts: MIT Press.
67. Watanabe, Yoshinori (1990). External variables affecting language learning strategies of Japanese EFL learners: Effects of entrance examinations, years spent at college/university, and staying overseas. Unpublished master's thesis, Lancaster University, Lancaster, U.K.
68. Wertsch, James V. (1985). Vo i ces of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.
69. Willis, Jane (1996). A flexible framework for task-based learning. In Challenge and Change in Language Teaching, Jane Willis and David Willis (eds.), 52–62. Oxford: Heinemann.
70. Willis, Jane (1996). A Framework for Task-Based Learning. Harlow, Essex, U.K.: Longman/Addison-Wesley.
71. Willis, Jane (1998). Task-based learning? What kind of adventure? http://langue.hyper.chubu.ac/jp/jalt/ pub/tlt/98/jul/willis.html.
72. Young, Dolly J. (ed.). (1998). Affect in L2 Learning: A Practical Guide to Dealing with Learner Anxieties. Englewood Cliffs, NJ: Prentice Hall.
73. Yule, George (1997). Referential Communication Tasks. Mahwah, NJ: Erlbaum.
74. Yule, George, Maggie Powers and Doris Macdonald. (1992). The variable effects of some task-based learning procedures on L2 communicative effectiveness. Language Learning 42: 249-277.