Criteria for classifying and Sequencing Pedagogic Tasks

Investigating Tasks in Formal Language Learning

Volumn , Issue , 2006, Pages 7-26

  Robinson, Peter ^a  

^a AOYAMA GAKUIN UNIVERSITY   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85050531476     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (71)

1. Bandura, A. (1997) Self-Efficacy: The Exercise of Control. New York: W.H. Freeman & Co.
2. Baron-Cohen, S. (1995) Mindblindness. Cambridge, MA: MIT Press.
3. Becker, A. and Carroll, M. (eds) (1997) The Acquisition of Spatial Relations in a Second Language. Amsterdam: Benjamins.
4. Bialystok, E. (1994) Analysis and control in the development of second language proficiency. Studies in Second Language Acquisition 16, 157-168.
5. Bloom, B.S. (1956) (ed.) Taxonomy of Educational Objectives: Handbook 1, Cognitive Domain. New York: McKay.
6. Brindley, G. (1987) Factors affecting task difficulty. In D. Nunan (ed.) Guidelines for the Development of Curriculum Resources (pp. 45-56). Adelaide National Curriculum Resource Centre.
7. Bygate, M., Skehan, P. and Swain, M. (eds) (2001) Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. Harlow: Longman.
8. Candlin, C. (1987) Towards task-based language learning. In C. Candlin and D. Murphy (eds) Language Learning Tasks (pp. 5-22). London: Prentice Hall.
9. Carroll, J.B. (1993). Human Cognitive Abilities: A Survey of Factor-Analytic Studies. New York: Cambridge University Press.
10. Costa, P.T. and McCrae, R.R. (1985) The NEO Personality Inventory Manual. Odessa, FL: Psychological Assessment Resources, Inc.
11. Crombie, W. (1985) Discourse and Language Learning: A Relational Approach to Syllabus Design. Oxford: Oxford University Press.
12. Cromer, R. (1991) Language and Thought in Normal and Handicapped Children. Oxford:Blackwell.
13. Crookes, G. (1986) Task Classification: ACross-Disciplinary Review. Center for Second Language Classroom Research, Technical Report # 4, University of Hawaii.
14. Dornyei, Z. (2002) The motivational basis of language learning tasks. In P. Robinson (ed.) Individual Differences and Instructed Language Learning (pp. 137-158). Amsterdam: Benjamins.
15. Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R. Day (ed.) Talking to Learn: Conversation in Second Language Development (pp. 147-181). Rowley, MA: Newbury House.
16. Ellis, R. (ed.) (2005) Planning and Task Performance in a Second Language. Amsterdam:Benjamins.
17. Fine, S.P. (1974) Functional job analysis: An approach to technology for manpower planning. Personnel Journal 11, 813-818.
18. Fleishman, E.A. and Quaintance, M.K. (1984) Taxonomies of Human Performance: The Description of Human Tasks. New York: Academic Press.
19. Gagne, R.M., Wager, W.W., Golas, K.C. and Keller, J.M. (2005) Principles of Instructional Design (5th edn). Belmont, CA: Thomson, Wadsworth.
20. Hatch, E. (1978) Discourse analysis and second language acquisition. In E. Hatch (ed.) Second Language Acquisition: A Book of Readings (pp. 402-435). Rowley, MA:Newbury House.
21. Hollnagel, E. (ed.) (2001) Handbook of Cogniitive Task Analysis. Mahwah, NJ: Erlbaum.
22. Johnson, K. (1996) Language Teaching and Skill Learning. Oxford. Blackwell.
23. Kuiken, F., Mos, M. and Vedder, I. (2005) Cognitive task complexity and second language writing performance. In S. Foster-Cohen, M.P. García-Mayo and J. Cenoz (eds) Eurosla Yearbook (Vol. 5) (pp. 195-222). Amsterdam: Benjamins.
24. Langdon, R., Coltheart, M., Ward, P. and Catts, S. (2002) Disturbed communication in schizophrenia: The role of pragmatics and poor theory-of-mind. Psychological Medicine 32, 1273-1284.
25. Long, M.H. (1983) Native speaker/non native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.
26. Long, M.H. (1989) Task, group, and task-group interactions. University of Hawai’i Working Papers in ESL 8, 1-25.
27. Long, M.H. (1998) Focus on form in task-based language teaching. University of Hawaii Working Papers in ESL 16, 49-61.
28. Long, M.H. (ed.) (2005) Second Language Learning Needs Analysis. Cambridge:Cambridge University Press.
29. MacIntyre, P. (2002) Motivation, anxiety and emotion in second language acquisition. In P. Robinson (ed.) Individual Differences and Instructed Language Learning (pp. 45-64). Amsterdam: Benjamins.
30. MacIntyre, P. and Gardner, R. (1994) The subtle effects of language anxiety on cognitive processing in the second language. Language Learning 44, 283-305.
31. Mackey, A., Philp, J., Egi, T., Fujii, A. and Tatsumi, T. (2002) Individual differences in working memory, noticing of interactional feedback and L2 development. In P. Robinson (ed.) Individual Differences and Instructed Language Learning (pp. 181-210). Amsterdam: Benjamins.
32. MacWhinney, B. (1999) The emergence of language from embodiment. In B. MacWhinney (ed.) The Emergence of Language (pp. 213-256). Mahwah, NJ: Erlbaum.
33. Matthews, G. and Deary, I. (1998) Personality Traits. Cambridge: Cambridge University Press.
34. Mayer, J.D., Salovey, P. and Caruso, D. (2000) Models of emotional intelligence. In R.J. Sternberg (ed.) Handbook of Intelligence (pp. 396-420). New York: Cambridge University Press.
35. McCormick, E.J. (1979) Job Analysis: Methods and Applications. New York: AMACOM Publishing.
36. McGrath, J. (1984) Groups: Interaction and Performance. Englewood Cliffs, NJ:Prentice Hall.
37. McLaughlin, B. (1987) Theories of Second Language Learning. London: Arnold.
38. Monsell, S. (2003) Task switching. Trends in Cognitive Sciences 7 (3), 134-140.
39. Munby, J. (1978) Communicative Syllabus Design. Cambridge: Cambridge University Press.
40. Niwa, Y. (2000). Reasoning demands of L2 tasks and L2 narrative production: Effects of individual differences in working memory, intelligence and aptitude. Unpublished MA dissertation, Department of English, Aoyama Gakuin University, Japan.
41. Norris, J., Brown, J.D., Hudson, T. and Yoshioka, J. (1998) Developing second language performance tests. University of Hawaii Second Language Teaching and Curriculum Center Technical Report # 19: University of Hawaii Press.
42. Nunan, D. (1993) Task-based syllabus design: Selecting, grading and sequencing tasks. In G. Crookes and S. Gass (eds) Tasks in a Pedagogic Context: Integrating Theory and Practice (pp. 55-68). Clevedon: Multilingual Matters.
43. Nunan, D. (2004) Task-based Language Teaching. New York: Cambridge University Press.
44. Perdue, C. (ed.) (1993) Adult Language Acquisition: Crosslinguistic Perspectives Vol. 2:The Results. Cambridge: Cambridge University Press.
45. Pica, T., Holliday, L., Lewis, N., Berducci, D. and Newman, J. (1991) Language learning through interaction: What role does gender play? Studies in Second Language Acquisition 13, 343-376.
46. Pica, T., Kanagy, R. and Falodun, J. (1993) Choosing and using communication tasks for second language teaching and research. In G. Crookes and S. Gass (eds) Tasks and Language Learning: Integrating Theory and Practice (pp. 1-34). Clevedon, Avon:Multilingual Matters.
47. Plough, I. and Gass, S. (1993) Interlocutor and task familiarity: Effects on Interactional structure. In G. Crookes and S. Gass (eds) Tasks and Language Learning:Integrating Theory and Practice (pp. 95-122). Clevedon, Avon: Multilingual Matters.
48. Prabhu, N.S. (1987) Second Language Pedagogy. Oxford: Oxford University Press.
49. Reigeluth, C.M. (1999) What is instructional-design theory and how is it changing? In C.M. Reigeluth (ed.) Instructional-Design Theories and Models (Vol. II) (pp. 5-30). Mahwah, NJ: Erlbaum.
50. Robinson, P. (1995) Task complexity and second language narrative discourse. Language Learning 45, 99-140.
51. Robinson, P. (1996) Connecting tasks, cognition and syllabus design. In P. Robinson (ed.) Task Complexity and Second Language Syllabus Design: Data-Based Studies and Speculations (pp. 1-16). Brisbane: University of Queensland Working Papers in Applied Linguistics.
52. Robinson, P. (2001a) Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics 22, 27-57.
53. Robinson, P. (2001b) Task complexity, cognitive resources, and syllabus design: A triadic framework for investigating task influences on SLA. In P. Robinson (ed.) Cognition and Second Language Instruction (pp. 287-318). Cambridge: Cambridge University Press.
54. Robinson, P. (2003) Attention and memory during SLA. In C. Doughty and M.H. Long (eds) Handbook of Second Language Acquisition (pp. 631-678). Oxford:Blackwell.
55. Robinson, P. (2005a) Cognitive complexity and task sequencing: A review of studies in a Componential Framework for second language task design. International Review of Applied Linguistics in Language Teaching 43 (1), 1-33.
56. Robinson, P. (2005b) Aptitude and second language acquisition. Annual Review of Applied Linguistics 25, 45-73.
57. Robinson, P. and Ross, S. (1996) The development of task-based testing in English for Academic Purposes programs. Applied Linguistics 17, 523-549.
58. Robinson, P., Ting, S. and Urwin, J. (1995) Investigating second language task complexity. RELC Journal 25, 62-79.
59. Romiszowski, A.J. (1988) Designing Instructional Systems: Decision Making in Course Planning and Curriculum. Abingdon, UK: RoutledgeFarmer.
60. Schmidt, R. (1990) The role of consciousness in second language learning. Applied Linguistics 11, 127-158.
61. Seamster, T.L., Redding, R.E. and Kaemf, G.L. (1997) Applied Cognitive Task Analysis in Aviation. Avebury, UK: Ashgate Publishing.
62. Skehan, P. (1998) A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
63. Skehan, P. (2001) Tasks and language performance assessment. In M. Bygate, P. Skehan and M. Swain (eds) Researching Pedagogic Tasks (pp. 167-185). London:Longman.
64. Skehan, P. and Foster, P. (1999) The influence of task structure and processing conditions on narrative retellings. Language Learning 49, 93-120.
65. Snow, R.E., Kyllonen, P.C. and Marshalek, B. (1984) The topography of ability and learning correlations. In R.J. Sternberg (ed.) Advances in the Psychology of Human Intelligence (pp. 47-103). Hillsdale, NJ: Erlbaum.
66. Sokal, R.R. (1974) Classification: Purposes, principles, progress, prospects. Science, 185, 1115-1123.
67. Stanovitch, K. (1999) Who is Rational: Studies of Individual Differences in Reasoning. Mahwah, NJ: Erlbaum.
68. Urwin, J. (1999) Second language listening task complexity. Unpublished PhD dissertation, Monash University, Melbourne, Australia.
69. Williams, R.G. (1977) A behavioral typology of educational objectives for the cognitive domain. Educational Technology 17 (6), 418-431.
70. Willis, D. (1990) The Lexical Syllabus: A New Approach to Language Teaching. London:Collins.
71. Yule, G. and MacDonald, M. (1990) Resolving referential conflicts in L2 interaction:The effect of proficiency and interactive role. Language Learning 40, 539-556.