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Volumn , Issue , 2014, Pages 71-93

The Role of Task Sequencing in Monologic Oral Production

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EID: 85059092056     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (10)

References (24)
  • 3
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    • Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech
    • P. Robinson (ed.), Philadelphia/Amsterdam: John Benjamins
    • Ishikawa, T. (2011). Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech. In P. Robinson (ed.), Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (pp. 307-30). Philadelphia/Amsterdam: John Benjamins.
    • (2011) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance , pp. 307-330
    • Ishikawa, T.1
  • 4
    • 0002228528 scopus 로고
    • Input and second language acquisition theory
    • S. Gass and C. Madden (eds), Rowley, MA: Newbury House
    • Kellerman, E. (1985). Input and second language acquisition theory. In S. Gass and C. Madden (eds), Input in Second Language Acquisition (pp. 345-53). Rowley, MA: Newbury House.
    • (1985) Input in Second Language Acquisition , pp. 345-353
    • Kellerman, E.1
  • 6
    • 85050846823 scopus 로고    scopus 로고
    • Cognitive task complexity and second language writing performance
    • S. Foster-Cohen, M. P. García-Mayo and J. Cenoz (eds), Amsterdam: John Benjamins
    • 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: John Benjamins.
    • (2005) Eurosla Yearbook , vol.5 , pp. 195-222
    • Kuiken, F.1    Mos, M.2    Vedder, I.3
  • 11
    • 34548698873 scopus 로고    scopus 로고
    • The influence of complexity in monologic versus dialogic tasks in Dutch L2
    • Michel, M. C., Kuiken, F., and Vedder, I. (2007). The influence of complexity in monologic versus dialogic tasks in Dutch L2. International Review of Applied Linguistics, 45(3), 241-59.
    • (2007) International Review of Applied Linguistics , vol.45 , Issue.3 , pp. 241-259
    • Michel, M.C.1    Kuiken, F.2    Vedder, I.3
  • 15
    • 84857523193 scopus 로고    scopus 로고
    • Task complexity, focus on L2 constructions, and individual differences: A classroom-based study
    • Révész, A. (2011). Task complexity, focus on L2 constructions, and individual differences: A classroom-based study. The Modern Language Journal, 95, 162-81.
    • (2011) The Modern Language Journal , vol.95 , pp. 162-181
    • Révész, A.1
  • 16
    • 0035286057 scopus 로고    scopus 로고
    • Task complexity, task difficulty and task production: Exploring interactions in a componential framework
    • Robinson, P. (2001). Task complexity, task difficulty and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27-57.
    • (2001) Applied Linguistics , vol.22 , Issue.1 , pp. 27-57
    • Robinson, P.1
  • 17
    • 84955351043 scopus 로고    scopus 로고
    • Attention and memory during SLA
    • C. Doughty and M. H. Long (eds), Malden, MA: Blackwell
    • Robinson, P. (2003). Attention and memory during SLA. In C. Doughty and M. H. Long (eds), The Handbook of Second Language Acquisition (pp. 631-78). Malden, MA: Blackwell.
    • (2003) The Handbook of Second Language Acquisition , pp. 631-678
    • Robinson, P.1
  • 18
    • 22944463783 scopus 로고    scopus 로고
    • Cognitive complexity and task sequencing: Studies in a componential framework for second language task design
    • Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics, 43(1), 1-32.
    • (2005) International Review of Applied Linguistics , vol.43 , Issue.1 , pp. 1-32
    • Robinson, P.1
  • 19
    • 85050531476 scopus 로고    scopus 로고
    • Criteria for classifying and sequencing pedagogic tasks
    • Maria del Pilar Garcia Mayo (ed.), Philadelphia, PA: Multilingual Matters
    • Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. In Maria del Pilar Garcia Mayo (ed.), Investigating Tasks in Formal Language Learning (pp. 7-26). Philadelphia, PA: Multilingual Matters.
    • (2007) Investigating Tasks in Formal Language Learning , pp. 7-26
    • Robinson, P.1
  • 20
    • 84884498928 scopus 로고    scopus 로고
    • Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing
    • L. Sicola and M. Putz (eds), Amsterdam: John Benjamins
    • Robinson, P. (2010). Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing. In L. Sicola and M. Putz (eds), Cognitive Processing in Second Language Acquisition: Inside the Learner’s Mind (pp. 246-69). Amsterdam: John Benjamins.
    • (2010) Cognitive Processing in Second Language Acquisition: Inside the Learner’s Mind , pp. 246-269
    • Robinson, P.1
  • 21
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    • Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production
    • A. Shehadeh and C. Coombe (eds), Amsterdam, Philadelphia: John Benjamins
    • Sasayama, S. and Izumi, S. (2012). Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production. In A. Shehadeh and C. Coombe (eds) Task-based Language Teaching in Foreign Language Contexts. Research and Implementation. Amsterdam, Philadelphia: John Benjamins.
    • (2012) Task-based Language Teaching in Foreign Language Contexts. Research and Implementation
    • Sasayama, S.1    Izumi, S.2
  • 22
    • 0007264732 scopus 로고    scopus 로고
    • A framework for the implementation of task-based instruction
    • Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38-62.
    • (1996) Applied Linguistics , vol.17 , pp. 38-62
    • Skehan, P.1
  • 24
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    • Cognition and tasks
    • P. Robinson (ed.), Cambridge: Cambridge University Press
    • Skehan, P., and Foster, P. (2001). Cognition and tasks. In P. Robinson (ed.), Cognition and Second Language Learning (pp. 183-205). Cambridge: Cambridge University Press.
    • (2001) Cognition and Second Language Learning , pp. 183-205
    • Skehan, P.1    Foster, P.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.