Chapter 1. Criteria for Classifying and Sequencing Pedagogic Tasks
By Peter Robinson. 2006
143 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/3d6c03f465d4b79f2174b1e626089d9f98e38b2d
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In Developmental and Educational Psychology
- R. Ellis
- Andrea Révész
- Michael H. Long
- Jenefer Philp
- Peter Robinson
- Kazuya Saito
- L. Ortega
- R. Lyster
Citations in the corpus
- Task-Based Language Learning (2011, methodology): “…& Llanes, 2009: Ishikawa, 2007, 2008a, 2008b; Kim, 2008, 2009a, 2009b; Kuiken & Vedder, 2007a, 2007b; Michel, 2011; Nuevo, 2006; Revesz, 2009, 2011; Robinson, 2001b, 2007c; Robinson, Cadierno, & Shirai, 2009; Skehan & Foster, 1999, 2001; Tavakoli & Foster, this issue; Tavakoli & Skehan, 2005).”
- Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization (2008, background): “Schachter (1974) convincingly showed that relative clauses are easily avoided in L2 production, particularly by Japanese L1 learners.”
- Peer interaction in the foreign language classroom: what factors foster a focus on form? (2010, background): “…whether or not the task is focused to some degree on particular forms (Ellis, 2003; Skehan, 2007; Samuda & Bygate, 2008), the complexity of the task (Robinson, 2001, 2007), and the extent to which language elicited by the task matches the proficiency of the participants (Ellis, 2003; Skehan, 2007).”
- Task-based language teaching: sorting out the misunderstandings (2009, background): “Both Sheen (2003) and Swan (2005) argue that there is no empirical evidence either to support the hypotheses that construct the theoretical rationale for task-based teaching or to demonstrate that this approach to teaching is superior to traditional ‘focus-on-forms’ approaches.”
- Needs analysis for specialized learner populations: Essential methodological improvements (2015, background): “…or what learners and teachers actually do in the classroom; sequencing them based on task frequency, criticality, or complexity (see Long, 2015c; Robinson, 2005, 2007) to form the task syllabus for the group(s) of learners concerned; and finally, assessing learners’ ability to perform the set…”