What task designers do

Language Teaching Research

Volumn 4, Issue 3, 2000, Pages 301-321

  Johnson, Keith ^a  

^a LANCASTER UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84990403426     PISSN: 13621688     EISSN: None     Source Type: Journal    
DOI: 10.1177/136216880000400306     Document Type: Article

References (13)

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3. Breen, M. P. 1985: Authenticity in the language classroom. Applied Linguistics 6(1): 60-70.
4. Ericsson, K. A. and Simon, H. A. 1993: Protocol analysis: verbal reports as data, revised edition. Cambridge, MA: The MIT Press.
5. Holding, D. H. and Reynolds, J. R. 1982: Recall or evaluation of chess positions as determinants of chess skill. Memory and Cognition 10: 237-242.
6. Lamberts, K. and Pfeifer, R. 1992: Computational models of expertise. In Keane, M. T., Gilhooly, K. J., editors, Advances in the psychology of thinking. London: Harvester Wheatsheaf.
7. O’Malley, J. M. and Chamot, A. U. 1990: Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
8. Ormerod, T. C. and Fritz, C. O. 1998: Design of educational tasks: a case of strategy change across phase. Mimeo.
9. Peck, A. 1988: Language teachers at work. London: Prentice Hall.
10. Perez, R. S., Fleming Johnson, J. and Emery, C. D. 1995: Instructional design expertise: A cognitive model of design. Instructional Science 23: 321-349.
11. Samuda, V., Johnson, K. and Ridgway, J. (forthcoming): Task Design Guide.
12. Schoenfeld, A. H. 1985: Mathematical problem solving. Orlando, FL: Academic Press.
13. Woods, D. 1996: Teacher cognition in language teaching. Cambridge: Cambridge University Press.