Chapter 17. Guiding relationships between form and meaning during task performance: The role of the teacher

By V. Samuda. 2009

128 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/526c7c1da5d88a1341604cd8f4e99e4d180379d3

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In Experimental and Cognitive Psychology

1. R. Ellis
2. N. Spada
3. Parveneh Tavakoli
4. Pauline Foster
5. P. Skehan
6. P. Lightbown
7. K. Branden

Citations in the corpus

• Position paper: Moving task-based language teaching forward (2017, background): “There is little discussion of this in TBLT circles – but see Samuda (2001).”
• The Role of Teachers in Task-Based Language Education (2016, background): “In 2001, Samuda stated that the extent to which teachers actually realized their role as a mediating factor in task-based language teaching remained “virtually unexamined” (Samuda, 2001, p. 119).”
• The task is not enough: Processing approaches to task-based performance (2012, background): “In that respect, it is useful to distinguish between knowledge construction, on the one hand, and knowledge activation and use, on the other (Samuda, 2001).”
• Form‐Focused Instruction: Isolated or Integrated? (2008, background): “(See Samuda, 2001, for an example of integrated FFI targeting the use of modal auxiliaries.)”
• Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output (2008, background): “Knowing how a particular kind of task is likely to be done opens up the possibility of closely manipulating learner performance in predictable ways, thereby promoting learning opportunities and developing proficiency (Candlin, 1987; Skehan, 1998; Samuda, 2001).”
• Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge (2014, background): “Empirical support for integrating attention to form within communicative practice includes research in content-based language teaching (CBLT) in which a focus on form is provided within subject-matter instruction (Doughty & Varela, 1998; Pica, 2002; Polio & Zyzik, 2009) and in communicative language”