메뉴 건너뛰기




Volumn 8, Issue , 2015, Pages 271-302

Tasks, design, and the architecture of pedagogical spaces

(1)  Samuda, Virginia a  

a NONE

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85150304286     PISSN: 1877346X     EISSN: None     Source Type: Book Series    
DOI: 10.1075/tblt.8.10sam     Document Type: Chapter
Times cited : (30)

References (76)
  • 1
    • 85150279933 scopus 로고    scopus 로고
    • Exploring TBLT in optimal conditions
    • to appear. M. Bygate, Samuda & K. Van den Branden Eds, Amsterdam: John Benjamins
    • Andon, N. (to appear). Exploring TBLT in optimal conditions. In M. Bygate, V. Samuda & K. Van den Branden (Eds.), TBLT as a researched pedagogy. Amsterdam: John Benjamins.
    • TBLT as a researched pedagogy
    • Andon, N.1
  • 2
    • 72449137321 scopus 로고    scopus 로고
    • Chacun à son gout? Task-based pedagogy from the teacher’s point of view
    • Andon, N., & Eckerth, J. (2009). Chacun à son gout? Task-based pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19(3), 286–310. DOI: 10.1111/j.1473-4192.2009.00240.x
    • (2009) International Journal of Applied Linguistics , vol.19 , Issue.3 , pp. 286-310
    • Andon, N.1    Eckerth, J.2
  • 3
    • 84920659089 scopus 로고    scopus 로고
    • We’ll see what happens’: Tasks on paper and tasks in a multilingual classroom
    • K. Van den Branden & M. Verhelst Eds, Newcastle upon Tyne: Cambridge Scholars
    • Berben, M., Van den Branden, K., & Van Gorp, K. (2007). ‘We’ll see what happens’: Tasks on paper and tasks in a multilingual classroom. In K. Van den Branden & M. Verhelst (Eds), Tasks in action: Task-based language education from a classroom-based perspective (pp. 32–67). Newcastle upon Tyne: Cambridge Scholars.
    • (2007) Tasks in action: Task-based language education from a classroom-based perspective , pp. 32-67
    • Berben, M.1    Van den Branden, K.2    Van Gorp, K.3
  • 5
  • 6
    • 0040481592 scopus 로고
    • The essentials of a communicative curriculum in language teaching
    • Breen, M.P., & Candlin, C.N. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89–112. DOI: 10.1093/applin/1.2.89
    • (1980) Applied Linguistics , vol.1 , Issue.2 , pp. 89-112
    • Breen, M.P.1    Candlin, C.N.2
  • 7
    • 84990352281 scopus 로고    scopus 로고
    • Introduction to special issue: ‘Tasks in language pedagogy’
    • Bygate, M. (2000). Introduction to special issue: ‘Tasks in language pedagogy’. Language Teaching Research, 4(3), 185-192. DOI: 10.1177/136216880000400301
    • (2000) Language Teaching Research , vol.4 , Issue.3 , pp. 185-192
    • Bygate, M.1
  • 8
    • 84991386765 scopus 로고    scopus 로고
    • Patterning and unpredictability in the task-in-process: A dynamic systems theory approach
    • M. Derivry-Plard, C. Brudermann, & Faure Eds. Paris: Riveneuve
    • Bygate, M. (2013). Patterning and unpredictability in the task-in-process: A dynamic systems theory approach. In M. Derivry-Plard, C. Brudermann, & P. Faure (Eds). Apprendre les langues dans l’enseignement supérieur au 21ème siècle (pp.135–163). Paris: Riveneuve.
    • (2013) Apprendre les langues dans l’enseignement supérieur au 21ème siècle , pp. 135-163
    • Bygate, M.1
  • 10
    • 0142056043 scopus 로고    scopus 로고
    • Factors in the implementation of task-based teaching in primary schools
    • Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485–500. DOI: 10.1016/j.system.2003.03.002
    • (2003) System , vol.31 , Issue.4 , pp. 485-500
    • Carless, D.1
  • 11
    • 33344467416 scopus 로고    scopus 로고
    • Issues in teachers’ re-interpretation of a task-based innovation in primary schools
    • Carless, D. (2004). Issues in teachers’ re-interpretation of a task-based innovation in primary schools. TESOL Quarterly, 38(4), 639-662. DOI: 10.2307/3588283
    • (2004) TESOL Quarterly , vol.38 , Issue.4 , pp. 639-662
    • Carless, D.1
  • 13
    • 0007179459 scopus 로고
    • Same task, different activities: Analysis of SLA from an activity theory perspective
    • J. Lantolf & G. Appel Eds, Oxford: Oxford University Press
    • Coughlan, P., & Duff, P. (1994). Same task, different activities: Analysis of SLA from an activity theory perspective. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 173–194). Oxford: Oxford University Press.
    • (1994) Vygotskian approaches to second language research , pp. 173-194
    • Coughlan, P.1    Duff, P.2
  • 14
    • 80054076858 scopus 로고    scopus 로고
    • Collaborative tasks for cross-cultural communication
    • C. Edwards & J. Willis. Eds, Houndmills: Palgrave Macmillan
    • Coulson, D. (2005). Collaborative tasks for cross-cultural communication. In C. Edwards & J. Willis. (Eds.), Teachers exploring tasks. (pp. 127–138). Houndmills: Palgrave Macmillan.
    • (2005) Teachers exploring tasks , pp. 127-138
    • Coulson, D.1
  • 15
    • 0344410596 scopus 로고
    • Developing learner autonomy in a school context: A six-year experiment beginning in the learners’ first year of English
    • H. Holec, Ed, Strasbourg: Council of Europe
    • Dam, L., & Gabrielsen, G. (1988). Developing learner autonomy in a school context: A six-year experiment beginning in the learners’ first year of English. In H. Holec, (Ed.), Autonomy and self-directed learning: Fields of application (pp. 19-30). Strasbourg: Council of Europe.
    • (1988) Autonomy and self-directed learning: Fields of application , pp. 19-30
    • Dam, L.1    Gabrielsen, G.2
  • 16
    • 0011365057 scopus 로고    scopus 로고
    • Sociocultural contributions to understanding the foreign and second language classroom
    • J. Lantolf Ed, Oxford: Oxford University Press
    • 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: Oxford University Press.
    • (2000) Sociocultural theory and second language learning , pp. 27-50
    • Donato, R.1
  • 17
    • 0007256906 scopus 로고
    • Another look at interlanguage talk: Taking task to task
    • R.R. Day Ed, Rowley, MA: Newbury House
    • Duff, P. (1986). Another look at interlanguage talk: Taking task to task. In R.R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 147–181). Rowley, MA: Newbury House.
    • (1986) Talking to learn: Conversation in second language acquisition , pp. 147-181
    • Duff, P.1
  • 18
    • 0345274317 scopus 로고
    • Tasks and interlanguage performance: An SLA research perspective
    • G. Crookes & S. M. Gass. Eds, Clevedon: Multilingual Matters
    • Duff, P. (1993). Tasks and interlanguage performance: An SLA research perspective. In G. Crookes & S. M. Gass. (Eds), Tasks and language learning (pp. 57-95). Clevedon: Multilingual Matters.
    • (1993) Tasks and language learning , pp. 57-95
    • Duff, P.1
  • 22
    • 72449146427 scopus 로고    scopus 로고
    • Task-based language teaching: Sorting out the misunderstandings
    • Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. DOI: 10.1111/j.1473-4192.2009.00231.x
    • (2009) International Journal of Applied Linguistics , vol.19 , Issue.3 , pp. 221-246
    • Ellis, R.1
  • 25
    • 85041030243 scopus 로고    scopus 로고
    • The influence of planning and task type on second language performance
    • Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323. DOI: 10.1017/S0272263100015047
    • (1996) Studies in Second Language Acquisition , vol.18 , pp. 299-323
    • Foster, P.1    Skehan, P.2
  • 29
    • 85120659119 scopus 로고    scopus 로고
    • Towards experiential foreign language education
    • Kohonen, R. Jaatinen, Kaikkonen, & J. Lehtovaara Eds, Harlow, UK: Pearson Education
    • Kohonen, V. (2001). Towards experiential foreign language education. In V. Kohonen, R. Jaatinen, P. Kaikkonen, & J. Lehtovaara (Eds.), Experiential learning in foreign language education (pp. 8-60). Harlow, UK: Pearson Education.
    • (2001) Experiential learning in foreign language education , pp. 8-60
    • Kohonen, V.1
  • 30
    • 27944451524 scopus 로고    scopus 로고
    • Post 9/11: Foreign languages between knowledge and power
    • Kramsch, C. (2005). Post 9/11: Foreign languages between knowledge and power. Applied Linguistics, 26, 545–567. DOI: 10.1093/applin/ami026
    • (2005) Applied Linguistics , vol.26 , pp. 545-567
    • Kramsch, C.1
  • 31
    • 0001963057 scopus 로고    scopus 로고
    • Introducing sociocultural theory
    • J. Lantolf Ed, Oxford: Oxford University Press
    • Lantolf, J.P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.1-26). Oxford: Oxford University Press.
    • (2000) Sociocultural theory and second language learning , pp. 1-26
    • Lantolf, J.P.1
  • 32
    • 56049086233 scopus 로고    scopus 로고
    • Communicative and task-based learning in East Asian classrooms
    • Littlewood, W. (2007). Communicative and task-based learning in East Asian classrooms. Language Teaching, 40, 243–249. DOI: 10.1017/S0261444807004363
    • (2007) Language Teaching , vol.40 , pp. 243-249
    • Littlewood, W.1
  • 33
    • 0002658837 scopus 로고
    • A role for instruction in second language acquisition: Task-based language training
    • K. Hyltenstam & M. Pienemann Eds, Clevedon: Multilingual Matters
    • Long, M.H. (1985). A role for instruction in second language acquisition: Task-based language training. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp.77–99). Clevedon: Multilingual Matters.
    • (1985) Modelling and assessing second language acquisition , pp. 77-99
    • Long, M.H.1
  • 34
    • 0011507950 scopus 로고
    • Units of analysis in syllabus design: The case for task
    • G. Crookes & S. M. Gass Eds, Clevedon: Multilingual Matters
    • Long, M.H., & Crookes, G. (1993). Units of analysis in syllabus design: The case for task. In G. Crookes & S. M. Gass (Eds.), Tasks in a pedagogical context (pp. 9-54). Clevedon: Multilingual Matters.
    • (1993) Tasks in a pedagogical context , pp. 9-54
    • Long, M.H.1    Crookes, G.2
  • 36
    • 85137615081 scopus 로고    scopus 로고
    • Input, interaction and second language development: An empirical study of question formation in ESL
    • Mackey, A. (1999). Input, interaction and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21(4), 557-589. DOI: 10.1017/S0272263199004027
    • (1999) Studies in Second Language Acquisition , vol.21 , Issue.4 , pp. 557-589
    • Mackey, A.1
  • 39
    • 0344153823 scopus 로고    scopus 로고
    • Task design, plan and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom
    • 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, 323–347. DOI: 10.1093/applin/23.3.323
    • (2002) Applied Linguistics , vol.23 , pp. 323-347
    • Mori, J.1
  • 40
    • 85121175559 scopus 로고    scopus 로고
    • Adding tasks to textbooks for beginner learners
    • C. Edwards & J. Willis Eds, Houndmills: Palgrave Macmillan
    • Muller, T. (2005). Adding tasks to textbooks for beginner learners. In C. Edwards & J. Willis (Eds), Teachers exploring tasks (pp. 69-77). Houndmills: Palgrave Macmillan.
    • (2005) Teachers exploring tasks , pp. 69-77
    • Muller, T.1
  • 42
    • 85150256444 scopus 로고    scopus 로고
    • Teacher transformation of oral textbook tasks in Vietnamese EFL high school classrooms
    • to appear. M. Bygate, Samuda, & K. Van den Branden Eds, Amsterdam: John Benjamins
    • Newton, J., Crabbe, D., & Trang Thi Nguyen, B. (to appear). Teacher transformation of oral textbook tasks in Vietnamese EFL high school classrooms. In M. Bygate, V. Samuda, & K. Van den Branden (Eds.), TBLT as a researched pedagogy. Amsterdam: John Benjamins.
    • TBLT as a researched pedagogy
    • Newton, J.1    Crabbe, D.2    Trang Thi Nguyen, B.3
  • 43
    • 79955041926 scopus 로고    scopus 로고
    • Task-based teaching and testing
    • M. Long & C. Doughty Eds, Cambridge: Cambridge University Press.
    • Norris, J. (2009). Task-based teaching and testing. In M. Long & C. Doughty (Eds), Handbook of second and foreign language teaching (pp. 578-594). Cambridge: Cambridge University Press. DOI: 10.1002/9781444315783.ch30
    • (2009) Handbook of second and foreign language teaching , pp. 578-594
    • Norris, J.1
  • 45
    • 84922938721 scopus 로고    scopus 로고
    • Developing task design guides through cognitive studies of expertise
    • S. Bagnara Ed, Sienna, Italy
    • Ormerod, T.C., & Ridgway, J. (1999). Developing task design guides through cognitive studies of expertise. In S. Bagnara (Ed.), European Conference on Cognitive Science (ECCS99) (pp. 401–410). Sienna, Italy.
    • (1999) European Conference on Cognitive Science (ECCS99) , pp. 401-410
    • Ormerod, T.C.1    Ridgway, J.2
  • 46
    • 0003145373 scopus 로고
    • Choosing and using communication tasks for second language instruction
    • G. Crookes & S. Gass Eds. Clevedon: Multilingual Matters
    • Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.). Tasks and language learning: Integrating theory and practice (pp. 9–34). Clevedon: Multilingual Matters.
    • (1993) Tasks and language learning: Integrating theory and practice , pp. 9-34
    • Pica, T.1    Kanagy, R.2    Falodun, J.3
  • 47
    • 85117957003 scopus 로고    scopus 로고
    • Integrating task-based instruction into a business English programme
    • C. Edwards & J. Willis, Houndmills: Palgrave Macmillan
    • Pullin Stark, P. (2005). Integrating task-based instruction into a business English programme. In C. Edwards & J. Willis, Teachers exploring tasks (pp. 40-49). Houndmills: Palgrave Macmillan.
    • (2005) Teachers exploring tasks , pp. 40-49
    • Pullin Stark, P.1
  • 50
    • 0035286057 scopus 로고    scopus 로고
    • Task complexity, task difficulty, and task productions: Exploring interactions in a componential framework
    • Robinson, P. (2001). Task complexity, task difficulty, and task productions: Exploring interactions in a componential framework. Applied Linguistics, 22, 27–57. DOI: 10.1093/applin/22.1.27
    • (2001) Applied Linguistics , vol.22 , pp. 27-57
    • Robinson, P.1
  • 51
    • 85050531476 scopus 로고    scopus 로고
    • Criteria for classifying and sequencing pedagogic tasks
    • M. Garcia Mayo Ed, Clevedon: Multilingual Matters
    • Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. In M.P. Garcia Mayo (Ed.), Investigating tasks in formal language learning (pp. 7–26). Clevedon: Multilingual Matters.
    • (2007) Investigating tasks in formal language learning , pp. 7-26
    • Robinson, P.1
  • 53
    • 85069288390 scopus 로고    scopus 로고
    • Guiding relationships between form and meaning during task performance: the role of the teacher
    • M. Bygate, Skehan, & M. Swain Eds, Harlow, UK: Pearson Education
    • 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 Education.
    • (2001) Researching pedagogic tasks: Second language learning, teaching and testing , pp. 119-140
    • Samuda, V.1
  • 54
    • 84858827629 scopus 로고    scopus 로고
    • Expertise in second language pedagogic task design
    • K. Johnson Ed, Houndmills: Palgrave Macmillan
    • Samuda, V. (2005). Expertise in second language pedagogic task design. In K. Johnson (Ed.), Expertise in language teaching (pp. 230–254). Houndmills: Palgrave Macmillan.
    • (2005) Expertise in language teaching , pp. 230-254
    • Samuda, V.1
  • 56
    • 24944500011 scopus 로고    scopus 로고
    • Task’ as research construct
    • Seedhouse, P. (2005). ‘Task’ as research construct. Language Learning, 55(3), 533-570. DOI: 10.1111/j.0023-8333.2005.00314.x
    • (2005) Language Learning , vol.55 , Issue.3 , pp. 533-570
    • Seedhouse, P.1
  • 58
    • 0037410005 scopus 로고    scopus 로고
    • Learner output, hypothesis testing, and internalizing linguistic knowledge
    • Shehadeh, A. (2003). Learner output, hypothesis testing, and internalizing linguistic knowledge. System, 31(2), 155–171. DOI: 10.1016/S0346-251X(03)00018-6
    • (2003) System , vol.31 , Issue.2 , pp. 155-171
    • Shehadeh, A.1
  • 59
    • 85121171531 scopus 로고    scopus 로고
    • Task-based language learning and teaching: Theories and applications
    • C. Edwards & J. Willis Eds, Houndmills: Palgrave Macmillan
    • Shehadeh, A. (2005). Task-based language learning and teaching: Theories and applications. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks (pp.13-30). Houndmills: Palgrave Macmillan.
    • (2005) Teachers exploring tasks , pp. 13-30
    • Shehadeh, A.1
  • 63
    • 0344842998 scopus 로고    scopus 로고
    • Task type and task processing conditions as influences on foreign language performance
    • Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language teaching research 1(3): 185-211. DOI: 10.1177/136216889700100302
    • (1997) Language teaching research , vol.1 , Issue.3 , pp. 185-211
    • Skehan, P.1    Foster, P.2
  • 64
    • 0033463358 scopus 로고    scopus 로고
    • The influence of task structure and processing conditions on narrative retellings
    • Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning 49(1): 93-120. DOI: 10.1111/1467-9922.00071
    • (1999) Language Learning , vol.49 , Issue.1 , pp. 93-120
    • Skehan, P.1    Foster, P.2
  • 65
    • 77955149419 scopus 로고    scopus 로고
    • Strategic and on-line planning: The influence of surprise information and task time on second language performance
    • R. Ellis Ed, Amsterdam: John Benjamins.
    • Skehan, P., & Foster, P. (2005). Strategic and on-line planning: The influence of surprise information and task time on second language performance. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 193-216). Amsterdam: John Benjamins. DOI: 10.1075/lllt.11.12ske
    • (2005) Planning and task performance in a second language , pp. 193-216
    • Skehan, P.1    Foster, P.2
  • 66
    • 16344383137 scopus 로고    scopus 로고
    • Practitioner research: Rethinking task-based language learning: What we can learn from the learners
    • Slimani-Rolls, A. (2005). Practitioner research: Rethinking task-based language learning: What we can learn from the learners. Language Teaching Research, 9(2), 195-218. DOI: 10.1191/1362168805lr163oa
    • (2005) Language Teaching Research , vol.9 , Issue.2 , pp. 195-218
    • Slimani-Rolls, A.1
  • 68
    • 24144441736 scopus 로고    scopus 로고
    • Legislation by hypothesis: The case of task-based instruction
    • Swan, M. (2005). Legislation by hypothesis: The case of task-based instruction. Applied Linguistics, 26, 376-401. DOI: 10.1093/applin/ami013
    • (2005) Applied Linguistics , vol.26 , pp. 376-401
    • Swan, M.1
  • 72
    • 72449143320 scopus 로고    scopus 로고
    • Mediating between predetermined order and complete chaos: The role of the teacher in task-based language education
    • Van den Branden, K. (2009). Mediating between predetermined order and complete chaos: The role of the teacher in task-based language education. IJAL International Journal of Applied Linguistics, 19 (3), 264–285. DOI: 10.1111/j.1473-4192.2009.00241.x
    • (2009) IJAL International Journal of Applied Linguistics , vol.19 , Issue.3 , pp. 264-285
    • Van den Branden, K.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.