This innovative book examines the relationship between foreign (L2) language acquisition and task-based learning from an output perspective, with a concentration on the learner's discourse and retrospection. Author Cynthia Lee explores this issue in an experimental context; with particular reference to Hong Kong Chinese tertiary learners of English.
Cynthia Lee is Assistant Professor in the Language Centre at Hong Kong Baptist University. Lee holds a Ph.D. in Language in Education from the University of London.
Chapter 1 List of Figures Chapter 2 Acknowledgments Chapter 3 Preface Chapter 4 Chapter One: Introduction; Acquisition of L2 through Interaction in Natural and Classroom Contexts Chapter 5 Factors Facilitating Pushed Output or Stretching in Tasks; Strategies in Interlanguage Communication and Development Chapter 6 Chapter Two: Chinese Learning Culture; A Chinese Context- Hong Kong; Task-Based Learning in Hong Kong Chapter 7 Chapter Three: Research Questions; The Study; Subjects' Profiles; Task Types and Their Nature; Coding Categories; Data Collection Techniques; Procedures; Conventions of Transcription; Categories Chapter 8 Chapter Four: Introduction; Divergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discourse Structure Length of Turns; Convergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discour Chapter 9 Chapter Five: Introduction; Relationship Between Communicative Tasks and Discourse Structures; Relationship Between Communicative Tasks and Strategy Use for L2 Acquisition; Causal Relationship Between Communicative Tasks and Strategy Use; Assisting Chapter 10 Chapter Six: Introduction; Implications of the Study for Task-based Learning Theory; Interdependence Relationship Between Task Types, Strategy Use and L2 Output; Implications of the Study for L2 Acquisition; Limitations of the Study; Pedagogic Impli Chapter 11 Chapter Seven: Final Comment; Appendices; References; Subject Index; Author Index