Second Language Task-Based Performance
Theory, Research, Assessment
1st Edition
Published on 26. June 2018
Book
Hardback
336 pages
978-1-138-64275-1 (ISBN)
Description
Second Language Task-Based Performance is the first book to synthesize Peter Skehan's theoretical and empirical contributions all in one place. With three distinct themes explored in each section (theory, empirical studies, and assessment), Skehan's influential body of work is organized in such a way that it provides an updated reflection on the material and makes it relevant to today's researchers. Also in each section, an early publication is matched by at least one later publication, followed by a newly written commentary chapter, the combination of which provides the important function of offering a wider-ranging discussion. This book is an invaluable resource for researchers interested in second language task-based research or SLA more generally.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Illustrations
54 s/w Tabellen
54 Tables, black and white
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 23 mm
Weight
661 gr
ISBN-13
978-1-138-64275-1 (9781138642751)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
07/2018
1st Edition
Routledge
€72.90
Shipment within 10-20 days
E-Book
07/2018
1st Edition
Routledge
€65.99
Available for download
E-Book
07/2018
1st Edition
Routledge
€65.99
Available for download
Person
Peter Skehan is an Honorary Research Fellow at Birkbeck College, University of London, and has taught at universities in the UK, Hong Kong, and New Zealand. He is interested in second language acquisition, particularly task-based performance, language aptitude, and language testing. He is a recipient of the International Association of Task-Based Language Teaching Distinguished Achievement award.
Content
Chapter 1. The Road to This Book
Section I. Theory
Introduction to the section
Chapter 2. A Framework for the Implementation of Task-Based Instruction.
Chapter 3. Modelling second language performance: Integrating complexity, accuracy, fluency and lexis
Chapter 4. Limited Attentional Capacity and Cognition: Two hypotheses regarding second language performance on tasks
Chapter 5. Reflections on Theory
Section II. Empirical Work
Introduction to the section
Chapter 6. The influence of planning on performance in task-based learning
Chapter 7. Self-reported planning behaviour and second language performance in narrative retelling
Chapter 8. Lexical Performance by Native and Non-native Speakers on Language-Learning Tasks
Chapter 9. Reflections on Planning Research
Chapter 10. Reflections on Empirical Research
Section III. Testing and Assessment
Introduction to the Section
Chapter 11. Tasks and language performance
Chapter 12. Models of speaking and the assessment of second language proficiency
Chapter 13. Reflections on Assessment
References
Index
Section I. Theory
Introduction to the section
Chapter 2. A Framework for the Implementation of Task-Based Instruction.
Chapter 3. Modelling second language performance: Integrating complexity, accuracy, fluency and lexis
Chapter 4. Limited Attentional Capacity and Cognition: Two hypotheses regarding second language performance on tasks
Chapter 5. Reflections on Theory
Section II. Empirical Work
Introduction to the section
Chapter 6. The influence of planning on performance in task-based learning
Chapter 7. Self-reported planning behaviour and second language performance in narrative retelling
Chapter 8. Lexical Performance by Native and Non-native Speakers on Language-Learning Tasks
Chapter 9. Reflections on Planning Research
Chapter 10. Reflections on Empirical Research
Section III. Testing and Assessment
Introduction to the Section
Chapter 11. Tasks and language performance
Chapter 12. Models of speaking and the assessment of second language proficiency
Chapter 13. Reflections on Assessment
References
Index