Task-Based Language Learning - Insights from and for L2 Writing
Insights from and for L2 writing
1st Edition
Published on 14. November 2014
XI, 312 pages
978-90-272-6971-3 (ISBN)
Description
The book seeks to enlarge the theoretical scope, research agenda, and practices associated with TBLT in a two-way dynamic, by exploring how insights from writing might reconfigure our understanding of tasks and, in turn, how work associated with TBLT might benefit the learning and teaching of writing. In order to enrich the domain of task and to advance the educational interests of TBLT, it adopts both a psycholinguistic and a textual meaning-making orientation. Following an issues-oriented introductory chapter, Part I of the volume explores tenets, methods, and findings in task-oriented theory and research in the context of writing; the chapters in Part II present empirical findings on task-based writing by investigating how writing tasks are implemented, how writers differentially respond to tasks, and how tasks can contribute to language development. A coda chapter summarizes the volume's contribution and suggests directions for advancing TBLT constructs and research agendas.
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Heidi Byrnes | Rosa M. Manchon
Task-Based Language Learning - Insights from and for L2 Writing
Insights from and for L2 writing
Book
11/2014
John Benjamins Publishing Co
€104.94
Shipment within 10-15 days
Heidi Byrnes | Rosa M. Manchon
Task-Based Language Learning - Insights from and for L2 Writing
Insights from and for L2 writing
Book
11/2014
John Benjamins Publishing Co
€34.98
Shipment within 10-15 days
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Content
- Task-Based Language Learning - Insights from and for L2 Writing
- Editorial page
- Title page
- LCC data
- Table of contents
- List of contributors
- Series editors' preface to Volume 7
- 1. Task-based language learning
- Why this book?
- From writing to TBLT
- From tasks to writing
- New directions for tasks and writing
- Expanding the TBLT research agenda: Implications for theory and research
- An overview of the book
- Conclusion
- Part I. Tenets, methods, and findings in task-oriented theory and research: The case of writing
- 2. The internal dimension of tasks
- Task and writing: Necessary reconsiderations
- Task learning in writing: Problem-solving and the interaction between task factors and learner factors
- Writing as problem-solving
- The interplay between task factors and learner factors
- Task learning in TBLT research: The interaction between task factors and learner factors
- Final remarks: Moving forward
- 3. Reframing task performance
- Background: Defining task-based writing
- Task-based writing and language learner strategies
- Language learner strategies
- Linguistic knowledge
- The writing study
- Methodology
- Findings
- Stuart
- Vanessa
- Summary of the case studies
- Limitations
- Conclusion
- 4. Theorizing language development at the intersection of 'task' and L2 writing
- Introduction
- Viewing writing and TBLT under the optic of meaning-making in texts
- Setting the stage for embracing meaning-making with a textual focus
- Tracing the link between complexity and meaning-making: The case of writing
- Tracing the link between complexity and meaning-making: The case of TBLT research
- Embracing a task-based literacy of textual meaning-making
- Affirming the educational perspective of TBLT and writing
- Realizing educational interests: Translating a functional theory of language into curriculum
- Repositioning complexity in TBLT and writing by invoking the multicompetent learner
- Toward a developmental approach to complexity
- Language learning as increasing the complexity of acts of meaning-making
- Pathways toward complexity in curricula
- Conclusion
- Part II. Empirical findings
- 5. Task repetition and L2 writing development
- Introduction
- Previous research on task repetition
- Task repetition from a dynamic systems perspective
- Methods
- Context and participants
- Task and task conditions
- Data analyses
- Results
- Effects of specific task repetitions
- Effects of task-type repetitions: Group-level analysis
- Effects of task-type repetition: Individual-level analysis
- Discussion
- Conclusion
- Acknowledgment
- References
- Appendix A
- Appendix B
- 6. Planning and production in computer-mediated communication (CMC) writing
- Introduction
- Computer-mediated communication (CMC)
- Planning and task-based language teaching (TBLT)
- CMC and TBLT
- Research question
- Method
- Participants
- The task
- Anchor 158
- Procedure
- Data collection
- Coding
- Results
- Discussion
- Conclusion
- Appendix A. Information Sheet
- Compaction equipment
- Scenario
- Compaction equipment
- Appendix B. Planning sheet
- 7. Task complexity and linguistic performance in advanced college-level foreign language writing
- Introduction
- Task complexity and linguistic performance from a psycholinguistic view: Implications for writing
- Task complexity and linguistic complexity in L2/FL writing: Relevant empirical research
- The study
- Research questions
- Methodology
- Participants and procedures
- Writing tasks and rubrics
- Syntactic complexity, accuracy, and fluency (CAF)
- Accuracy
- Fluency
- Data coding and analysis
- Results
- Patterns of syntactic complexity and accuracy based on task type analysis
- Patterns of syntactic complexity and accuracy based on task type and level of performance analysis
- Discussion
- Conclusions
- Acknowledgments
- Appendix A
- Writing tasks
- Task 1-Analytical essay
- Task 2-Argumentative essay
- Appendix B
- Rubric A. Composing skills
- Rubric B - Linguistic Skills
- 8. Differences across modalities of performance
- Introduction
- Review of literature
- The aims of the study
- Method
- Participants
- Instruments
- Procedure
- Analyses
- Results
- Discussion
- Conclusion
- Acknowledgments
- Appendix
- 9. Storyline complexity and syntactic complexity in writing and speaking tasks
- Introduction
- Task complexity, cognitive complexity, and L2 performance
- Cognitive complexity in oral and written task performance: A review of research
- Written and oral language performance
- The study
- Participants and procedures
- Tasks
- Coding and analysis
- Results
- Discussion
- Conclusion
- 10. Linking task and writing for language development
- Introduction
- Theoretical and empirical considerations regarding 'task' in writing development
- The complexity of acts of meaning-making
- Complexity as expanding writers' generic repertoire
- Complexity as engaging two forms of semiosis
- Writing development as meaning-oriented complexification: The case of GM
- Grammatical metaphor: A meaning-expanding resource
- Stages in the use and development of GM
- A study of task-based writing development in curricular context: A GM perspective
- Positioning genre-based writing tasks in the GUGD curriculum
- Specifying the data
- Data and optics for data analysis
- Findings and interpretation
- Tracing language development in lexico-grammatical resources - tracing syntactic complexity.
- Tracing meaning-making development through the development of GM
- Concluding reflections
- Part III. Coda
- 11. Task, task performance, and writing development
- Introduction
- Assessing the volume's contribution to TBLT theory and research
- The learner-internal dimension of tasks: Implications for theory and research
- Expanding the learner-internal dynamics of task. Repositioning task difficulty
- Language learning as task learning in the realm of writing: New empirical findings
- Textual meaning-making and the assessment of task performance
- Moving forward in TBLT theory and research: Four research orientations
- Researching a learner-internal perspective
- Researching a learning-oriented focus
- Foregrounding a textual meaning-making orientation
- Adopting a curricular orientation in TBLT empirical research and pedagogical thinking
- About the authors
- Author index
- Subject index
