Tasks in Second Language Learning

  title={Tasks in Second Language Learning},
  author={Virginia Samuda and Martin Bygate},
General Editors: Christopher N. Candlin and David R. Hall, Linguistics Department, Macquarie University, Australia. All books in this series are written by leading researchers and teachers in Applied Linguistics, with broad international experience. They are designed for the MA or PhD student in Applied Linguistics, TESOL or similar subject areas and for the language professional keen to extend their research experience. 

Applying cognitive linguistics and task-supported language teaching to instruction of English conditional phrases

Due to their internal complexity, English conditional phrases (e.g., “If it rains tomorrow, we will cancel the picnic”; “If John had come to the party yesterday, he would have told you his favorite

Task-Based Learning for Communication and Grammar Use

Research has shown how tasks can improve L2 oral skills in different ways (Ellis, 2005). The effectiveness of task-based learning has drawn interest within Asian educational contexts which have been

Chapter 1. Task repetition for language learning

This chapter looks at task repetition in second language learning from the point of view of skill acquisition theory and related areas of psychology, and summarizes the literature on distribution of practice, interleaving versus blocking, and similarity in repeated practice, drawing on both the psychological and the fledgling second language acquisition (SLA) literature.

Focus on Form in task-based language teaching

This dissertation presents research on the way in which learners focus on grammar in task-based language teaching (TBLT) by conducting three experimental studies which investigated the effect of different instructional focus on form strategies on learners’ accurate use of German grammatical structures in a task- based language teaching environment.

A learner corpus analysis: Effects of task complexity, task type, and L1 & L2 similarity on propositional and linguistic complexity

  • Elissa Allaw
  • Linguistics
    International Review of Applied Linguistics in Language Teaching
  • 2019
Analyzing 720 intermediate-level (B1) written texts that were extracted from open access online language learning platform, the EF-Cambridge Open Language Database revealed that there was a significant interaction effect among task design features (task complexity, task type, and L1 background) that influenced linguistic and propositional complexity of written texts.

Global Englishes Language Teaching

The spread of English as a global language has resulted in the emergence of a number of related fields of research within applied linguistics, including English as an International Language, English

Diversifying Tasks in the English Language Classroom

Results indicated that learners’ L2 use increased when contextual support is high and cognitive demands is low, which suggests that designing tasks with higher order thinking is a challenge for teachers especially when it involves tertiary learners and requires learners to communicate more in their L2.

Connected Words: Word Associations and Second Language Vocabulary Acquisition. Paul Meara. Philadelphia: John Benjamins, (2009). xvii + 174 pp.

This book is a historical account of Paul Meara's attempts to invest more effort into producing more effective methodologies and research instruments that allow them to better illuminate critical areas in the field.