“Task” as Research Construct

By Paul Seedhouse. 2005

169 citations recorded by the source corpus.

Subfields: General Health Professions, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/3fb92968a7da6a037d23f7a0d891f0f2bb636965

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Health Professions

1. Teppo Jakonen
2. T. Morton
3. R. Ellis
4. Peter Robinson
5. K. Mortensen
6. John Hellermann
7. R. Erlam

In Language and Linguistics

1. R. Ellis
2. R. Erlam
3. Peter Robinson
4. Andrea Révész
5. R. Lyster
6. John Hellermann
7. T. Morton
8. Teppo Jakonen

Citations in the corpus

• Task-based language teaching: sorting out the misunderstandings (2009, background): “Seedhouse (2005) argued that the discrepancy between the predicted and actual language use resulting from a task was so great that a task could only be defined in terms of the language processes that resulted from its performance, and that therefore it was impossible to plan a language course based…”
• In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, unknown): “The critics have included Widdowson (1993, 2003), R. Ellis (1994), Willis (1994), Wilkins (1994), Seedhouse (1999, 2005), Klapper (2003), Bruton (2002a, 2002b, 2005), and Swan (2005, 2011).”
• Establishing Recipiency in Pre-Beginning Position in the Second Language Classroom (2009, background): “Similarly, task-based instruction (e.g., Foster & Skehan, 1996; Skehan, 1999, 2003) is supposed to stimulate specific types of language (Nunan, 1989, p. 45), and is, therefore, an intended pedagogical methodology (see also Seedhouse, 1999, 2005).”
• Task-Based Language Learning (2011, background): “Many important contributions to task-based learning research addressing these claims have appeared in Language Learning throughout this period (see, e.g., Gass, Mackey, Alvarez-Torres, & Fernandez-Garcia, 1999; Platt & Brooks, 2002; Seedhouse, 2005; Skehan & Foster, 1999; Yule, Powers, & Macdonald, ”
• Epistemic search sequences in peer interaction in a content-based language classroom (2015, background): “Similar observations concerning the difference between intended and actual pedagogy have been made by Seedhouse (2005).”
• Looking for Evidence of Language Learning in Practices for Repair: A Case Study of Self‐Initiated Self‐Repair by an Adult Learner of English (2009, methodology): “…1470-1170 online 2009 Scandinavian Journal of Educational Research DOI: 10.1080/00313830902757550 http://www.informaworld.com consider a new level of interactional detail as part of what is considered data for language acquisition (Firth & Wagner, 1997; Markee, 2005; Seedhouse, 2004, 2005).”
• ‘I’m still not sure what a task is’: Teachers designing language tasks (2016, background): “Seedhouse (2005), for example, argues that a task is not a valid construct on which to base a language teaching programme. Sheen (1994) claims that the TBLT approach is relevant”