Task-based research and language pedagogy

By R. Ellis. 2000

663 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/b533b8e6f491e90db7ca5cddf0d8db320141f34e

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction (2006, methodology): “Quantitative analysis performed on the data suggests that the type of pedagogical approach had no impact on immediate retrieval (after treatment) of targeted word forms, but it had an impact on long-term retrieval (one week) of targeted forms.”
Task-based Instruction (2012, background): “The rationale for TBT comes from different camps; Ellis (2003) provided psycholinguistic rationale, whereas, Skehan (1998, 2003, 2009b) and Robinson (2001a, 2007b, 2011), took a more cognitive approach to advocate it.”
Task-based instruction (2003, background): “(See Yule (1997) and Ellis (2000) for other, complementary reviews of the task literature.)”
The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom (2008, background): “Ellis (2000) claims that sociocultural theory focuses on how the learner accomplishes a task and how the interaction between learners can scaffold and assist in the L2 acquisition process.”
Second language learning as a mediated process (2000, background): “Ellis (1999) believes that the sociocultural perspective on task-based learning is problematic because if it were accepted there would be no way of grading tasks independently of individual learners and their zones of proximal development.”
Task-Based Interactions in Classroom and Laboratory Settings. (2005, background): “This fact is brought to light by differences in findings by Lyster (1998a, 1998b; Lyster & Ranta, 1997) in immersion settings, and by Ellis, Basturkmen, and Loewen (2001a, 2001b) in ESL settings. Sheen’s (2004) study of different classrooms also illustrates these points.”
Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools. (2004, neutral): “NOTION OF TASK The definition of task has received much attention in the literature (e.g., Breen, 1987; Bygate, 2000; Bygate, Skehan, & Swain, 2001; Candlin, 1987; Ellis, 2000, 2003; Skehan, 1998, 2003).”
The Impact of "Role Play" on Fostering EFL Learners' Speaking Ability: A Task-Based Approach. (2010, background): “…'communicating effectively' or 'meaningful communication' (Luchini, 2004) requires, task-based approach has been widely adopted since approximately twenty years ago (see for example, Long and Crooks, 1992; Skehan, 1996, 1998 ; Ellis, 2000, 2003; Carter and Nunan, 2001; Nunan, 2001a, 2001b, 2001c).”
From tasking purposes to purposing tasks (2002, methodology): “Global language Kowal and Swain’s (1994) argument is for more global written discourse focus tasks type tasks, instead of those that focus on particular items.”
Teachers Exploring Tasks in English Language Teaching (2005, background): “These would come into the category of what Ellis (2003) calls focused tasks.”
Implementing task-based learning with young learners (2002, neutral): “Much has been written about definitions of task and the role of tasks in second language acquisition (e.g. Ellis 2000; Skehan 1996), as well as the di¤erent stages in task-based lessons (Willis 1996), and task types (e.g. Skehan and Foster 1997).”