Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization

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Towards a modular language curriculum for using tasks (2019, background): “Mochizuki and Ortega (2008) reported a study that found explicit instruction resulted in greater accuracy in the use of the target structure with no negative effects on fluency and complexity.”
Spoken fluency revisited (2010, background): “…location, distribution and duration of pauses, the regularity and smoothness of tempo and allied issues (Fillmore, 1979; Dechert, 1980; Towell, 1987; Towell et al., 1996; Lennon, 1990; Riggenbach, 1991; Freed, 1995; Kormos and Dénes, 2004; Wolf, 2008; Mochizuki and Ortega, 2008; Rossiter, 2009).”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “This finding confirms the importance of recent calls (Bygate & Samuda, 2005; Mochizuki & Ortega, 2008; Norris & Ortega, 2009; Robinson, 2007; Robinson & Ellis, 2008) for employing both general and specific measures when investigating the link between task complexity and the quality of speech…”
Position paper: Moving task-based language teaching forward (2017, background): “Mochizuki & Ortega (2008) reported that a group that received a hand-out providing explicit information about English relative clauses produced more than twice as many relative clauses when they performed the focused task than a group that did not receive the hand-out but that there was no…”