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Task-Based Language Learning – Insights from and for L2 Writing : Insights from and for L2 Writing.

By: Contributor(s): Series: Task-Based Language TeachingPublisher: Amsterdam : John Benjamins Publishing Company, 2014Copyright date: ©2014Description: 1 online resource (324 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9789027269713
Subject(s): Genre/Form: Additional physical formats: Print version:: Task-Based Language Learning – Insights from and for L2 Writing : Insights from and for L2 WritingDDC classification:
  • 418.0071
LOC classification:
  • P53.82 -- .T27 2014eb
Online resources:
Contents:
Task-Based Language Learning - Insights from and for L2 Writing -- Editorial page -- Title page -- LCC data -- Table of contents -- List of contributors -- Series editors' preface to Volume 7 -- 1. Task-based language learning -- Why this book? -- From writing to TBLT -- From tasks to writing -- New directions for tasks and writing -- Expanding the TBLT research agenda: Implications for theory and research -- An overview of the book -- Conclusion -- Part I. Tenets, methods, and findings in task-oriented theory and research: The case of writing -- 2. The internal dimension of tasks -- Task and writing: Necessary reconsiderations -- Task learning in writing: Problem-solving and the interaction between task factors and learner factors -- Writing as problem-solving -- The interplay between task factors and learner factors -- Task learning in TBLT research: The interaction between task factors and learner factors -- Final remarks: Moving forward -- 3. Reframing task performance -- Background: Defining task-based writing -- Task-based writing and language learner strategies -- Language learner strategies -- Linguistic knowledge -- The writing study -- Methodology -- Findings -- Stuart -- Vanessa -- Summary of the case studies -- Limitations -- Conclusion -- 4. Theorizing language development at the intersection of 'task' and L2 writing -- Introduction -- Viewing writing and TBLT under the optic of meaning-making in texts -- Setting the stage for embracing meaning-making with a textual focus -- Tracing the link between complexity and meaning-making: The case of writing -- Tracing the link between complexity and meaning-making: The case of TBLT research -- Embracing a task-based literacy of textual meaning-making -- Affirming the educational perspective of TBLT and writing.
Realizing educational interests: Translating a functional theory of language into curriculum -- Repositioning complexity in TBLT and writing by invoking the multicompetent learner -- Toward a developmental approach to complexity -- Language learning as increasing the complexity of acts of meaning-making -- Pathways toward complexity in curricula -- Conclusion -- Part II. Empirical findings -- 5. Task repetition and L2 writing development -- Introduction -- Previous research on task repetition -- Task repetition from a dynamic systems perspective -- Methods -- Context and participants -- Task and task conditions -- Data analyses -- Results -- Effects of specific task repetitions -- Effects of task-type repetitions: Group-level analysis -- Effects of task-type repetition: Individual-level analysis -- Discussion -- Conclusion -- Acknowledgment -- References -- Appendix A -- Appendix B -- 6. Planning and production in computer-mediated communication (CMC) writing -- Introduction -- Computer-mediated communication (CMC) -- Planning and task-based language teaching (TBLT) -- CMC and TBLT -- Research question -- Method -- Participants -- The task -- Anchor 158 -- Procedure -- Data collection -- Coding -- Results -- Discussion -- Conclusion -- Appendix A. Information Sheet -- Compaction equipment -- Scenario -- Compaction equipment -- Appendix B. Planning sheet -- 7. Task complexity and linguistic performance in advanced college-level foreign language writing -- Introduction -- Task complexity and linguistic performance from a psycholinguistic view: Implications for writing -- Task complexity and linguistic complexity in L2/FL writing: Relevant empirical research -- The study -- Research questions -- Methodology -- Participants and procedures -- Writing tasks and rubrics -- Syntactic complexity, accuracy, and fluency (CAF) -- Accuracy -- Fluency.
Data coding and analysis -- Results -- Patterns of syntactic complexity and accuracy based on task type analysis -- Patterns of syntactic complexity and accuracy based on task type and level of performance analysis -- Discussion -- Conclusions -- Acknowledgments -- Appendix A -- Writing tasks -- Task 1-Analytical essay -- Task 2-Argumentative essay -- Appendix B -- Rubric A. Composing skills -- Rubric B - Linguistic Skills -- 8. Differences across modalities of performance -- Introduction -- Review of literature -- The aims of the study -- Method -- Participants -- Instruments -- Procedure -- Analyses -- Results -- Discussion -- Conclusion -- Acknowledgments -- Appendix -- 9. Storyline complexity and syntactic complexity in writing and speaking tasks -- Introduction -- Task complexity, cognitive complexity, and L2 performance -- Cognitive complexity in oral and written task performance: A review of research -- Written and oral language performance -- The study -- Participants and procedures -- Tasks -- Coding and analysis -- Results -- Discussion -- Conclusion -- 10. Linking task and writing for language development -- Introduction -- Theoretical and empirical considerations regarding 'task' in writing development -- The complexity of acts of meaning-making -- Complexity as expanding writers' generic repertoire -- Complexity as engaging two forms of semiosis -- Writing development as meaning-oriented complexification: The case of GM -- Grammatical metaphor: A meaning-expanding resource -- Stages in the use and development of GM -- A study of task-based writing development in curricular context: A GM perspective -- Positioning genre-based writing tasks in the GUGD curriculum -- Specifying the data -- Data and optics for data analysis -- Findings and interpretation.
Tracing language development in lexico-grammatical resources - tracing syntactic complexity. -- Tracing meaning-making development through the development of GM -- Concluding reflections -- Part III. Coda -- 11. Task, task performance, and writing development -- Introduction -- Assessing the volume's contribution to TBLT theory and research -- The learner-internal dimension of tasks: Implications for theory and research -- Expanding the learner-internal dynamics of task. Repositioning task difficulty -- Language learning as task learning in the realm of writing: New empirical findings -- Textual meaning-making and the assessment of task performance -- Moving forward in TBLT theory and research: Four research orientations -- Researching a learner-internal perspective -- Researching a learning-oriented focus -- Foregrounding a textual meaning-making orientation -- Adopting a curricular orientation in TBLT empirical research and pedagogical thinking -- About the authors -- Author index -- Subject index.
Summary: This closing chapter aims to assess the contribution of the book to TBLT theory and research and to put forward directions for advancing TBLT constructs and research agendas. We consider the volume's overall contribution to the TBLT field to lie in linking the psycholinguistic with the textual, meaning-making nature of writing and in presenting theoretical and methodological refinements along with empirical advances that reflect that orientation. We have organized the details of that contribution as well as the suggestions for future research directions along four closely inter-related foci, namely: (a) a learner-internal perspective that explores the volume's findings regarding the learner dimension of tasks and the learner's agency in task execution; (b) a learning orientation that summarizes the studies' findings and suggests new research paths that elaborate the proposed new theoretical positions, particularly in terms of their ability to specify the nature of learning and development through task-based writing; (c) a textual meaning-making orientation that expands the empirical research agenda for tasks as meaning-making environments and considers implications for assessing task performance from a psycholinguistic and a textual perspective; and (d) a curricular orientation that would illuminate what instructed learners might be able to accomplish when they have the benefit of a principled task- and text-oriented instructional framework.
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Item type Current library Call number Status Date due Barcode Item holds
Ebrary Ebrary Afghanistan Available EBKAF00099535
Ebrary Ebrary Algeria Available
Ebrary Ebrary Cyprus Available
Ebrary Ebrary Egypt Available
Ebrary Ebrary Libya Available
Ebrary Ebrary Morocco Available
Ebrary Ebrary Nepal Available EBKNP00099535
Ebrary Ebrary Sudan Available
Ebrary Ebrary Tunisia Available
Total holds: 0

Task-Based Language Learning - Insights from and for L2 Writing -- Editorial page -- Title page -- LCC data -- Table of contents -- List of contributors -- Series editors' preface to Volume 7 -- 1. Task-based language learning -- Why this book? -- From writing to TBLT -- From tasks to writing -- New directions for tasks and writing -- Expanding the TBLT research agenda: Implications for theory and research -- An overview of the book -- Conclusion -- Part I. Tenets, methods, and findings in task-oriented theory and research: The case of writing -- 2. The internal dimension of tasks -- Task and writing: Necessary reconsiderations -- Task learning in writing: Problem-solving and the interaction between task factors and learner factors -- Writing as problem-solving -- The interplay between task factors and learner factors -- Task learning in TBLT research: The interaction between task factors and learner factors -- Final remarks: Moving forward -- 3. Reframing task performance -- Background: Defining task-based writing -- Task-based writing and language learner strategies -- Language learner strategies -- Linguistic knowledge -- The writing study -- Methodology -- Findings -- Stuart -- Vanessa -- Summary of the case studies -- Limitations -- Conclusion -- 4. Theorizing language development at the intersection of 'task' and L2 writing -- Introduction -- Viewing writing and TBLT under the optic of meaning-making in texts -- Setting the stage for embracing meaning-making with a textual focus -- Tracing the link between complexity and meaning-making: The case of writing -- Tracing the link between complexity and meaning-making: The case of TBLT research -- Embracing a task-based literacy of textual meaning-making -- Affirming the educational perspective of TBLT and writing.

Realizing educational interests: Translating a functional theory of language into curriculum -- Repositioning complexity in TBLT and writing by invoking the multicompetent learner -- Toward a developmental approach to complexity -- Language learning as increasing the complexity of acts of meaning-making -- Pathways toward complexity in curricula -- Conclusion -- Part II. Empirical findings -- 5. Task repetition and L2 writing development -- Introduction -- Previous research on task repetition -- Task repetition from a dynamic systems perspective -- Methods -- Context and participants -- Task and task conditions -- Data analyses -- Results -- Effects of specific task repetitions -- Effects of task-type repetitions: Group-level analysis -- Effects of task-type repetition: Individual-level analysis -- Discussion -- Conclusion -- Acknowledgment -- References -- Appendix A -- Appendix B -- 6. Planning and production in computer-mediated communication (CMC) writing -- Introduction -- Computer-mediated communication (CMC) -- Planning and task-based language teaching (TBLT) -- CMC and TBLT -- Research question -- Method -- Participants -- The task -- Anchor 158 -- Procedure -- Data collection -- Coding -- Results -- Discussion -- Conclusion -- Appendix A. Information Sheet -- Compaction equipment -- Scenario -- Compaction equipment -- Appendix B. Planning sheet -- 7. Task complexity and linguistic performance in advanced college-level foreign language writing -- Introduction -- Task complexity and linguistic performance from a psycholinguistic view: Implications for writing -- Task complexity and linguistic complexity in L2/FL writing: Relevant empirical research -- The study -- Research questions -- Methodology -- Participants and procedures -- Writing tasks and rubrics -- Syntactic complexity, accuracy, and fluency (CAF) -- Accuracy -- Fluency.

Data coding and analysis -- Results -- Patterns of syntactic complexity and accuracy based on task type analysis -- Patterns of syntactic complexity and accuracy based on task type and level of performance analysis -- Discussion -- Conclusions -- Acknowledgments -- Appendix A -- Writing tasks -- Task 1-Analytical essay -- Task 2-Argumentative essay -- Appendix B -- Rubric A. Composing skills -- Rubric B - Linguistic Skills -- 8. Differences across modalities of performance -- Introduction -- Review of literature -- The aims of the study -- Method -- Participants -- Instruments -- Procedure -- Analyses -- Results -- Discussion -- Conclusion -- Acknowledgments -- Appendix -- 9. Storyline complexity and syntactic complexity in writing and speaking tasks -- Introduction -- Task complexity, cognitive complexity, and L2 performance -- Cognitive complexity in oral and written task performance: A review of research -- Written and oral language performance -- The study -- Participants and procedures -- Tasks -- Coding and analysis -- Results -- Discussion -- Conclusion -- 10. Linking task and writing for language development -- Introduction -- Theoretical and empirical considerations regarding 'task' in writing development -- The complexity of acts of meaning-making -- Complexity as expanding writers' generic repertoire -- Complexity as engaging two forms of semiosis -- Writing development as meaning-oriented complexification: The case of GM -- Grammatical metaphor: A meaning-expanding resource -- Stages in the use and development of GM -- A study of task-based writing development in curricular context: A GM perspective -- Positioning genre-based writing tasks in the GUGD curriculum -- Specifying the data -- Data and optics for data analysis -- Findings and interpretation.

Tracing language development in lexico-grammatical resources - tracing syntactic complexity. -- Tracing meaning-making development through the development of GM -- Concluding reflections -- Part III. Coda -- 11. Task, task performance, and writing development -- Introduction -- Assessing the volume's contribution to TBLT theory and research -- The learner-internal dimension of tasks: Implications for theory and research -- Expanding the learner-internal dynamics of task. Repositioning task difficulty -- Language learning as task learning in the realm of writing: New empirical findings -- Textual meaning-making and the assessment of task performance -- Moving forward in TBLT theory and research: Four research orientations -- Researching a learner-internal perspective -- Researching a learning-oriented focus -- Foregrounding a textual meaning-making orientation -- Adopting a curricular orientation in TBLT empirical research and pedagogical thinking -- About the authors -- Author index -- Subject index.

This closing chapter aims to assess the contribution of the book to TBLT theory and research and to put forward directions for advancing TBLT constructs and research agendas. We consider the volume's overall contribution to the TBLT field to lie in linking the psycholinguistic with the textual, meaning-making nature of writing and in presenting theoretical and methodological refinements along with empirical advances that reflect that orientation. We have organized the details of that contribution as well as the suggestions for future research directions along four closely inter-related foci, namely: (a) a learner-internal perspective that explores the volume's findings regarding the learner dimension of tasks and the learner's agency in task execution; (b) a learning orientation that summarizes the studies' findings and suggests new research paths that elaborate the proposed new theoretical positions, particularly in terms of their ability to specify the nature of learning and development through task-based writing; (c) a textual meaning-making orientation that expands the empirical research agenda for tasks as meaning-making environments and considers implications for assessing task performance from a psycholinguistic and a textual perspective; and (d) a curricular orientation that would illuminate what instructed learners might be able to accomplish when they have the benefit of a principled task- and text-oriented instructional framework.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2019. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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