"Task" as research construct

Language Learning

Volumn 55, Issue 3, 2005, Pages 533-570

  Seedhouse, Paul ^a,b  

^a NEWCASTLE UNIVERSITY   (United Kingdom)

^b NEWCASTLE UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24944500011     PISSN: 00238333     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.0023-8333.2005.00314.x     Document Type: Article

References (48)

1. Breen, M. (1989). The evaluation cycle for language learning tasks. In R. K. Johnson (Ed.), The second language curriculum (pp. 187-206). Cambridge, UK: Cambridge University Press.
2. Bryman, A. (2001). Social research methods. Oxford, UK: Oxford University Press.
3. Bygate, M., Skehan, P., & Swain, M. (2001). Researching pedagogic tasks: Second language learning, teaching and testing. Harlow, UK: Penguin.
4. Coughlan, P., & Duff, P. (1994). Same task, different activities: Analysis of a second language acquisition task from an activity theory perspective. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 173-194). Norwood, NJ: Ablex Press.
5. Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). Oxford, UK: Oxford University Press.
6. Doughty, C. (2001). Cognitive underpinnings of focus on form. In P. Robinson (Ed.), Cognition and second language instruction (pp. 206 - 257). Cambridge, UK: Cambridge University Press.
7. Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-261). Cambridge, UK: Cambridge University Press.
8. Drew, P. (1995). Conversation analysis. In J. Smith, R. Harré, L. van Langenhove, & P. Stearns (Eds.), Rethinking methods in psychology (pp. 64-79). London: Sage.
9. Edmondson, W. (1985). Discourse worlds in the classroom and in foreign language learning. Studies in Second Language Acquisition, 7, 159-168.
10. Ellis, R. (2001). Investigating form-focused instruction. In R. Ellis (Ed.), Form focused instruction and second language learning (pp. 1-46). Oxford, UK: Blackwell.
11. Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
12. Ellis, R., Basturkmen, H., & Loewen, S. (2002). Doing focus-on-form. System, 30 (4), 419-432.
13. Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19, 1-23.
14. Hall, J. K. (2004). Language learning as an interactional achievement. Modern Language Journal, 88, 607-612.
15. Hall, J. K., & Verplaetse, L. S. (Eds.). (2000). Second and foreign language learning through classroom interaction. Mahwah, NJ: Erlbaum.
16. Jefferson, G. (1987). On exposed and embedded correction in conversation. In G. Button & J. Lee (Eds.), Talk and social organisation (pp. 86-100). Clevedon, UK: Multilingual Matters.
17. Johnson, Karen. (1995). Understanding communication in second language classrooms. Cambridge, UK: Cambridge University Press.
18. Johnson, Keith. (2000). What task designers do. Language Teaching Research, 4, 301-321.
19. Kasper, G. (2004). Participant orientations in German conversation-for-learning. Modern Language Journal, 88, 551-567.
20. Kumaravadivelu, B. (1993). Maximizing learning potential in the communicative classroom. English Language Teaching Journal, 47(5), 12-21.
21. Lantolf, J. P., & Appel, G. (Eds.). (1994). Vygotskian approaches to second language research. Norwood, NJ: Ablex Press.
22. Lazaraton, A. (2000). Current trends in research methodology and statistics in applied linguistics. TESOL Quarterly, 34, 175-181.
23. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 414-468). New York: Academic Press.
24. Long, M. H. (1997). Construct validity in SLA research: A response to Firth and Wagner. Modern Language Journal, 81, 318-323.
25. Long, M. H., &. Doughty, C. (2003). SLA and cognitive science. In C. Doughty and M. H. Long (Eds.), The handbook of second language acquisition (pp. 866-871). Oxford: Blackwell.
26. Long, M. H., Inagaki, S., & Ortega, L. (1998). The role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. Modern Language Journal, 82(3), 357-371.
27. Markee, N. (2000). Conversation analysis. Mahwah, NJ: Erlbaum.
28. Markee, N. (2005). The organization of off-task classroom talk in second language classrooms. In K. Richards & P. Seedhouse (Eds.), Applying conversation analysis (pp. 197-213). Basingstoke, UK: Palgrave Macmillan.
29. Markee, N., & Kasper, G. (2004). Classroom talks: An introduction. Modern Language Journal, 88, 491-500.
30. Mondada, L., & Pekarek Doehler, S. (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. Modern Language Journal, 88, 501-518.
31. Mori, J. (2002). Task design, plan and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics, 23(3), 323-347.
32. Ohta, A. S. (2001). Second language acquisition processes in the classroom. Mahwah, NJ: Erlbaum.
33. Painter, C. (1989). Learning the mother tongue. Oxford, UK: Oxford University Press.
34. Peccei, C. (1994). Child language. London: Routledge.
35. Pica, T. (1997). Second language teaching and research relationships: A North American view. Language Teaching Research, 1, 48-72.
36. Pike, K. (1967). Language in relation to a unified theory of the structure of human behaviour. The Hague, The Netherlands: Mouton.
37. Platt, E., & Brooks, F. (1994). The acquisition rich environment revisited. Modern Language Journal, 78, 497-511.
38. Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 119-140). Harlow, UK: Pearson.
39. Schegloff, E. A. (1991). Conversation analysis and socially shared cognition. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 150-171). Washington, DC: American Psychological Association.
40. Schegloff, E. A. (1993). Reflections on quantification in the study of conversation. Research on Language and Social Interaction, 26(1), 99-128.
41. Seedhouse, P. (1996). Learning talk: A study of the interactional organisation of the L2 classroom from a CA institutional discourse perspective. Unpublished doctoral dissertation, University of York, York, UK.
42. Seedhouse, P. (1999). The relationship between context and the organisation of repair in the L2 classroom. International Review of Applied Linguistics, 37(1), 59-80.
43. Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Maiden, MA: Blackwell.
44. Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49, 93-120.
45. Sullivan, P. (2000). Spoken artistry: Performance in a foreign language classroom. In J. K. Hall and L. S. Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 73-90). Mahwah, NJ: Erlbaum.
46. Ustünel, E. (2003). Code-switching between English and Turkish: Data from ELT classrooms. Unpublished manuscript, University of Newcastle upon Tyne, Newcastle upon Tyne, UK
47. van Lier, L. (1988). The classroom and the language learner. New York: Longman.
48. Young, R. F., & Miller, E. R. (2004). Learning as changing participation: Discourse roles in ESL writing conferences. Modern Language Journal, 88, 519-535.