Second Language Acquisition and Task-Based Language Teaching

By Michael H. Long. 2014

701 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cc3658d6a83a16424e80a71ca4cc566276dbf086

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Citations in the corpus

In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, unknown): “…theory of ISLA underpinning TBLT embraces not just incidental focus on form, but (among other processes and abilities) what theory and research ﬁndings in SLA show to be a necessary, principled, symbiotic relationship between incidental and intentional learning (Long, 2015, pp. 30–62).”
Interaction and instructed second language acquisition (2018, methodology): “In another example, task-based language teaching and learning is an area of considerable current interest with its own research agendas (e.g. Baralt, Gilabert & Robinson 2014; Skehan 2014; Long 2015; Gilabert, Manchón & Vasylets 2016; Plonsky & Kim 2016; Ziegler 2016a), but much of the rationale for”
Towards a modular language curriculum for using tasks (2019, background): “Long (2015) views focus-on-form as a purely reactive phenomenon: that is, it should take place only in response to a linguistic of communicative problem.”
The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement (2019, background): “Long (2015) believes that only relying on a pure focus on meaning is inefficient, and instructional designs should involve ‘a reactive use of a wide variety of pedagogic procedures (PPs) to draw learners’ attention to linguistic problems in context, as they arise during communication’ (27).”
Task preference, affective response, and engagement in L2 use in a US university context (2017, background): “…engagement, task design, TBLT I Introduction Conceptualized as units to organize instruction and analyse learning behaviors (e.g. Ellis, 2003; Long, 2015; Skehan, 2014), tasks have received extensive attention in second language (L2) pedagogy and research in the past few decades (for a…”
Position paper: Moving task-based language teaching forward (2017, background): “Task-based and task-supported teaching draw on different psycholinguistic rationales – as Long (2015) pointed out – but it does not follow that we should opt for just one of these.”
Learner-generated content and engagement in second language task performance (2017, background): “To consider how tasks affect learners’ interest, effort, and second language production during task-based interaction, we began with Maehr’s theory of personal investment (see Figure 1). As illustrated in Figure 1, Maehr (1984) argues that five sources of variation determine the meaning that tasks h”
The Role of Teachers in Task-Based Language Education (2016, background): “Much of the pedagogical recommendations and methodological principles that have been published with regard to TBLT so far, though widely differing in terms of how specific and concrete they aim to be, seem to follow that line of reasoning (e.g., Long, 2015; Ellis, 2003; Van den Branden, 2006).”