著者・編者edited by Melissa Baralt, Roger Gilabert and Peter Robinson
一般注記Includes bibliographical references and index
Summary: "Task Sequencing and Instructed Second Language Learning provides theoretical rationales for, and empirical studies of, the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences, and both laboratory and classroom-based research into them, are presented. This is the first collection of so far under-researched studies on the effects of task sequencing, framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing. Perspectives include -- laboratory-based and classroom-based research designs -- implications for teacher training -- laboratory and classroom research methods -- conversational interaction -- task sequencing and Task Based Language Teaching syllabus design" -- Provided by publisher
関連情報Advances in instructed second language acquisition research
掲載誌Advances in instructed second language acquisition research
連携機関・データベース国立情報学研究所 : CiNii Research
NACSIS書誌ID(NCID)https://ci.nii.ac.jp/ncid/BB18327715 : BB18327715