Investigating Tasks in Formal Language Learning

Multilingual Matters

This book contributes to the growth of interest in task-based language learning and teaching that has been seen in recent years. It brings together research that focuses on various aspects and effects of pedagogic task desgin and presents work that uses tasks to examine oral interaction, written production, vocabulary and reading, lexical innovation and pragmatics in different forma language learning contexts and in different langauges. It also provides guidelines for task classification, sequencing and design. The book is addressed to both professionals and students interested in second language acquisition research. It will also be of use to professional involved in language pedagogy and curriculum design.References- M. H. Long and C. Doughty (eds.) The Handbook of Foreign Language Teaching and Learning – forthcoming July 2009-.- P. Robinson and N. Ellis (eds.). 2008. The Handbook of Cognitive Linguistics and Second Language Acquisition. New York/London: Routledge.Book reviews-Language Teaching Research 2008; 12; 538-540.- ATLANTIS 2008.30(1): 179-184.- Studies in Second Language Acquisition 2008, 30(4): 544-546.- The Modern Language Journal 2009, 93(3): 446-448.References- Cadierno, T. & P. Robinson 2009. Language typology, task complexity and the development of L2 lexicalization patterns for describing motion events. Annual Review of Cognitive Linguistics, 246–277.- Long, M. & C. Doughty (eds.) 2008. Handbook of Foreign Language Teaching and Learning. Oxford: Blackwell.- Nuevo, A., R. Adams & L. Ross-Feldman. 2010. Task complexity, modified output and L2 development in learner-learner interaction. En P. Robinson (ed.) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam: John Benjamins (en prensa).- Robinson, P. & N. Ellis (eds.) 2008. Handbook of Cognitive Linguistics. Lawrence Erlbaum