Task Sequencing and Instructed Second Language Learning

✍ Scribed by Melissa Baralt; Roger Gilabert; Peter Robinson (editors)

• Publisher: Bloomsbury Academic
• Year: 2014
• Tongue: English
• Leaves: 250
• Category: Library

✦ Synopsis

Note that abstract blurb not available

✦ Table of Contents

Cover
Half-title
Title
Copyright
Contents
Contributors
Acknowledgements
1 An Introduction to Theory and Research in Task Sequencing and Instructed Second Language Learning
Introduction
Task sequencing
Early proposals for task design and sequencing decisions in second language instruction
Ellis’ proposals for grading and sequencing tasks
The Triadic Componential Framework for task design and classification
The SSARC model of pedagogic task sequencing
Evidence supporting the Cognition Hypothesis and the need for longer-termstudies of task sequencing effects
The chapters in this book
Notes
References
Section I: Experimental Studies of Task Sequencing
2 Task Sequencing in the L2 Development of Spatial Expressions
Introduction
Task sequencing: early studies
The Cognition Hypothesis and task sequencing
Triadic Componential Framework for task classification and sequencing and L2 development of spatial expressions
Research questions
Experimental design
Scoring procedures
Statistical instruments
Results
Discussion
Limitations and conclusions
Appendix A Descriptive task
Appendix B Input – Test 1
Appendix C Simple task – double bedroom
Appendix D Complex task – kitchen
Appendix E Within-groupcomparison (Wilcoxon paired ranks test): Descriptive task and vocabulary test
Appendix F Between-groupcomparison (Kruskal-Wallis test): vocabulary test and descriptive task
Appendix G Between-groupcomparison (Wilcoxon paired ranks test): Descriptive task and vocabulary test
Appendix H Between-groupcomparison – gains (Kruskal-Wallis test): Vocabulary test and descriptive task
Appendix I Between-groupcomparison – gains (Wilcoxon paired ranks test): Vocabulary test and descriptive task
Notes
References
3 The Role of Task Sequencing in Monologic Oral Production
Introduction
Literature review
Research questions
Methodology
Results
Discussion
Conclusion
References
4 Task Complexity and Task Sequencing in Traditional Versus
Introduction
Theoretical background: Cognition Hypothesis of task-based language teaching
SSARC model of task sequencing
Considering tasks and task sequencing for online language learning
Research on the construct of cognitive complexity in the face-to-face environment
Justification for the present study
Research questions
Results
Results summary
Discussion
Limitations
Conclusion
Notes
References
5 The Effects of Guided Planning, Task Complexity and Task Sequencing on L2 Oral Production
Introduction
Strategic planning and L2 oral production
Guided planning and L2 oral production
Task sequencing and the Cognition Hypothesis
Task complexity
Task difficulty
Research questions and hypotheses
Experimental design
The participants
Materials: Pre- and post-tests
Treatment tasks: Increasing intentional reasoning demands
Pre-taskplanning conditions: Increasing resource-dispersing demands
Procedure
L2 target structure: English relative clauses
L2 Measures
Results
Discussion
Conclusion
Appendix A
Appendix B
References
Section II: Educationally Situated Studies of Task Sequencing in Natural Classroom Contexts
6 A Pedagogical Proposal for Task Sequencing: An Exploration of Task Repetition and Task Complexity on Learning Opportunities
Introduction
Designing task-basedsyllabi
Robinson’s Cognition Hypothesis and SSARC model
Task repetition
Methods
Results
Discussion
Conclusion
References
7 Teachers’ Application of the Cognition Hypothesis when Lesson Planning: A Case Study
Introduction
Why sequencing cognitive complexity is important
The Cognition Hypothesis
Research on teachers’ view of sequencing cognitive complexity
Factors that mediate teacher actions
Research on how teachers design tasks
The current study
Discussion
Conclusion
References
8 Learning to Perform Narrative Tasks: A Semester-long Classroom Study of L2 Task Sequencing Effects
Introduction: Task-basedsyllabus design
The Cognition Hypothesis
The SSARC model of task sequencing
Research questions
Method
Results
Discussion
References
Index