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.
-- 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
Melissa Baralt is Assistant Professor of Spanish Applied Linguistics at Florida International University, USA. Roger Gilabert is Lecturer in Applied Linguistics at Universitat de Barcelona, Spain. Peter Robinson is Professor of Linguistics and Second Language Acquisition at Aoyama Gakuin University, Japan.
List of contributors Acknowledgements Chapter 1. An introduction to theory and research in task sequencing and instructed second language learning, Melissa Baralt, Roger Gilabert & Peter Robinson Section I. Experimental studies of task sequencing Chapter 2. Task sequencing in the L2 development of spatial expressions, Mayya Levkina & Roger Gilabert Chapter 3. The role of task sequencing in monologic oral production, Aleksandra Malicka Chapter 4. Task complexity and task sequencing in traditional versus online language classes, Melissa Baralt Chapter 5. The effects of guided planning, task complexity and task sequencing on L2 oral production, Colin Thompson Section II. Educationally situated studies of task sequencing in natural classroom contexts Chapter 6. A pedagogical proposal for task sequencing: An exploration of task repetition and task complexity on learning opportunities, YouJin Kim & Caroline Payant Chapter 7. Teachers` application of the Cognition Hypothesis when lesson planning: A case study, Melissa Baralt, Simone Harmath-de Lemmos & Sawsan Werfelli Chapter 8. Learning to perform narrative tasks: A semester-long classroom study of task sequencing effects, Craig Lambert & Peter Robinson Subject index