Researching L2 Task Performance and Pedagogy

In honour of Peter Skehan

Editors

Zhisheng (Edward) Wen | Macao Polytechnic Institute

Mohammad Javad Ahmadian | University of Leeds

Hardbound – Available

ISBN 9789027203304 | EUR 99.00 | USD 149.00

Paperback – Available

ISBN 9789027203366 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027262387 | EUR 99.00/36.00*
| USD 149.00/54.00*

This volume honours Peter Skehan’s landmark contributions to research in Task-Based Language Teaching. It offers state-of-the-art reviews as well as cutting-edge new research studies, all reflective of key theoretical and methodological issues in current research, such as the role and nature of task complexity and the distinct dimensions of L2 task performance. Collectively, these chapters celebrate Professor Skehan’s seminal influence on TBLT and second language acquisition research, and they bear witness to the sustained academic mentoring and collaboration that have characterised his career. Contributed both by senior academics and more recent participants in SLA and TBLT research, the chapters variously explore conceptual frameworks and methodological insights on central issues in TBLT research, theoretical debates, innovative research paradigms and methodologies, as well as practical pedagogical proposals. The book provides a wide-ranging and balanced account of Skehan’s work and its impact on other researchers, serving as an introduction as well as a critical review for both seasoned and novice researchers and for interested practitioners.

[Task-Based Language Teaching, 13] 2019. xxiii, 328 pp.

Publishing status: Available

https://doi.org/10.1075/tblt.13

Table of Contents

Series editors’ preface | pp. vii–viii

Acknowledgements | pp. ix–x

Profile of Peter Skehan | pp. xi–xx

Foreword: The many contributions of Peter Skehan

Mike Long

Introduction and overview

Mohammad Javad Ahmadian and Zhisheng (Edward) Wen | pp. 1–12

Part I. Underlying constructs and emerging perspectives

Chapter 1. Task preparedness

Rod Ellis | pp. 15–38

Chapter 2. Automaticity, fluency and second language task performance

Parvaneh Tavakoli | pp. 39–52

Chapter 3. Task motivation: What makes an L2 task engaging?

Zoltán Dörnyei | pp. 53–66

Chapter 4. The relationship between task motivation and L2 motivation: An empirical study

Qiong Wang and Shaofeng Li | pp. 67–92

Part II. Task complexity and performance

Chapter 5. Unravelling cognitive task complexity: Learning from learners’ perspectives on task characteristics and second language performance

Shoko Sasayama and John Norris | pp. 95–132

Chapter 6. The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakers

Marije Michel, Andrea Révész, Danni Shi and Yanmei Li | pp. 133–152

Chapter 7. The effects of reasoning demands on Chinese EFL learners’ oral performance and cognitive processes

Jiaxin Xing and Shaoqian Luo | pp. 153–182

Chapter 8. Peter Skehan’s influence in research on task difficulty: A bibliometric analysis using CiteSpace

Liping Wang and Lawrence Jun Zhang | pp. 183–196

Part III. Task pedagogy and L2 development

Chapter 9. Strategic planning and repetition as metacognitive processes in task performance: Implications for EFL learners’ speech production

Raquel D’Ely, Mailce Borges Mota and Martin Bygate | pp. 199–228

Chapter 10. Input-based tasks in the French language classroom

Rosemary Erlam | pp. 229–252

Chapter 11. Task-readiness and L2 task performance across proficiency levels

Gavin Bui | pp. 253–278

Chapter 12. Task-induced second language development: A micro-genetic study

Craig Lambert | pp. 279–302

Epilogue

Chapter 13. Task-based analysis and the Competition Model

Brian MacWhinney | pp. 305–316

List of contributors | pp. 317–324

A | pp. 325–328

“Anyone with a scholarly or practical interest in second language learning and teaching will surely have come across the work of Peter Skehan, either by reading his books, chapters and articles, or by attending his classes and conference papers. Through his eloquent presentations, his engaging teaching and outstanding research, Peter has inspired a generation of applied linguists to construct a rich empirical understanding of how second languages are processed, performed and, sometimes, perfected. This volume is a testament to his lasting inspiration. The contributors here build upon Peter's seminal work in a variety of topics within TBLT: the effects of motivation, the limits of selective attention, the subtle interaction of task design and performance dimensions of complexity, accuracy, lexis and fluency. We find here the latest cutting edges of the lines of investigation pioneered by Peter over the last thirty years.”

Pauline Foster, St Mary's University and Gillian Wigglesworth, The University of Melbourne

Cited by (5)

Cited by five other publications

Order by:

Li, Chengchen & Jean-Marc Dewaele

2024. Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16], ► pp. 84 ff.

GILANLIOGLU, Ilkay

2022. Influence of planning time and task type on lexis in L2 oral performance. Bartın Üniversitesi Eğitim Fakültesi Dergisi 11:3 ► pp. 559 ff.

Love, Steven, Verity Truelove, Bevan Rowland & Lee Kannis‐Dymand

2022. Metacognition and self‐regulation on the road: A qualitative approach to driver attention and distraction. Applied Cognitive Psychology 36:6 ► pp. 1312 ff.

Payant, Caroline & Gabriel Michaud

2021. La conceptualisation de la tâche en didactique des langues secondes : l’enseignement des langues basé sur la tâche et l’approche actionnelle. La Revue de l’AQEFLS 33:1 ► pp. 4 ff.

Bui, Gavin & (Mark) Feng Teng

2019. Task Planning and Task‐Readiness. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.

This list is based on CrossRef data as of 29 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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