Task-based instruction

By P. Skehan. Language Teaching, 2003

302 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/816b82acbb52025df9fcff94bf8f01a6a178e11a

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In Developmental and Educational Psychology

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Citations in the corpus

Second language fluency and its underlying cognitive and social determinants (2016, background): “L2 utterance fluency refers to the fluidity of the observable speech as characterized by measurable temporal features, such as syllable rate, duration and rate of hesitations, filled and silent pauses, and including what Skehan (2003) has identified as breakdown fluency and repair fluency.”
Defining and operationalising L2 complexity (2012, background): “Lexical measures (Figure 3) can be said to tap into at least three different aspects of lexical complexity, the density, diversity and sophistication of lexical performance (Skehan 2003; Bulté et al. 2008), to which we want to add a fourth aspect, the compositionality of lexical elements, that is, t”
The Development of Complexity, Accuracy, and Fluency in Second Language Performance: A Longitudinal Study (2017, background): “…April 2019 perhaps native-like control (Skehan 2009b), and grammatical complexity and fluency could be positively correlated if learners have an attentional focus on expression (i.e. talkative but without regard to accuracy), which is possible within the Limited Capacity Hypothesis (Skehan 2003).”
Some benefits of peer–peer interaction: 10-year-old children practising with a communication task (2007, background): “I Introduction Language learning tasks (recent reviews by Ellis, 2003; Skehan, 2003; Nunan, 2004; Edwards and Willis, 2005) have been explored with adult language learners but studies with children have been scarce even though learning English has seen a dramatic expansion to the primary sector in…”
Linguistic skills and speaking fluency in a second language (2012, background): “Skehan (2003) and Tavakoli and Skehan (2005) noted that utterance fluency is a construct with several aspects.”
Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, background): “The wealth of studies available in the area of task-based language teaching/learning (e.g., Candlin 1987; Skehan 2003; Willis & Willis 2007) and the Cognition Hypothesis (Robinson 2011) could serve as guidelines in designing such a study and create a new link between task-based instruction and L2…”
Task-based Instruction (2012, methodology): “…when there is a conversational breakdown and the role of feedback at such points, but rather an interest in how participants shape tasks to meet their own ends and how they collaboratively build meanings that are unpredictable and personal, and which contribute to L2 learning (Skehan, 2003).”