Task-based language learning: insights from and for L2 writing
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam, the Netherlands ; Philadelphia, PA
John Benjamins Publishing Company
[2014]
|
| Schriftenreihe: | Task-based language teaching
v. 7 |
| Schlagworte: | |
| Online-Zugang: | DE-1046 DE-1047 |
| Beschreibung: | Print version record |
| Beschreibung: | 1 online resource (xi, 312 pages .) |
| ISBN: | 9027269718 9789027269713 9789027207296 9027207291 9789027207302 9027207305 |
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| 245 | 1 | 0 | |a Task-based language learning |b insights from and for L2 writing |c edited by Heidi Byrnes, Georgetown University ; Rosa M. Manchon, University of Murcia |
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| 505 | 8 | |a 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 | |
| 505 | 8 | |a Task and writing: Necessary reconsiderationsTask 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 | |
| 505 | 8 | |a Realizing educational interests: Translating a functional theory of language into curriculumRepositioning 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 | |
| 505 | 8 | |a Data analysesResults; 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 | |
| 505 | 8 | |a Of the case studiesLimitations; 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 | |
| 505 | 8 | |a 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, n | |
| 650 | 4 | |a Academic writing / Study and teaching | |
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| 650 | 4 | |a Task analysis in education | |
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| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES / Grammar & Punctuation |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES / Linguistics / General |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES / Readers |2 bisacsh | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES / Spelling |2 bisacsh | |
| 650 | 7 | |a Academic writing / Study and teaching |2 fast | |
| 650 | 7 | |a Language and languages / Study and teaching |2 fast | |
| 650 | 7 | |a Task analysis in education |2 fast | |
| 650 | 4 | |a Linguistik | |
| 650 | 4 | |a Sprache | |
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Datensatz im Suchindex
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| 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 reconsiderationsTask 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 Realizing educational interests: Translating a functional theory of language into curriculumRepositioning 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 analysesResults; 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 Of the case studiesLimitations; 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 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, n |
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| dewey-full | 418.0071 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0071 |
| dewey-search | 418.0071 |
| dewey-sort | 3418.0071 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
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| indexdate | 2025-01-21T11:05:25Z |
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| isbn | 9027269718 9789027269713 9789027207296 9027207291 9789027207302 9027207305 |
| language | English |
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| series2 | Task-based language teaching |
| spelling | Task-based language learning insights from and for L2 writing edited by Heidi Byrnes, Georgetown University ; Rosa M. Manchon, University of Murcia Amsterdam, the Netherlands ; Philadelphia, PA John Benjamins Publishing Company [2014] 1 online resource (xi, 312 pages .) txt rdacontent c rdamedia cr rdacarrier Task-based language teaching v. 7 Print version record 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 reconsiderationsTask 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 Realizing educational interests: Translating a functional theory of language into curriculumRepositioning 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 analysesResults; 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 Of the case studiesLimitations; 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 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, n Academic writing / Study and teaching Language and languages / Study and teaching Task analysis in education FOREIGN LANGUAGE STUDY / Multi-Language Phrasebooks bisacsh LANGUAGE ARTS & DISCIPLINES / Alphabets & Writing Systems bisacsh LANGUAGE ARTS & DISCIPLINES / Grammar & Punctuation bisacsh LANGUAGE ARTS & DISCIPLINES / Linguistics / General bisacsh LANGUAGE ARTS & DISCIPLINES / Readers bisacsh LANGUAGE ARTS & DISCIPLINES / Spelling bisacsh Academic writing / Study and teaching fast Language and languages / Study and teaching fast Task analysis in education fast Linguistik Sprache Language and languages Study and teaching Task analysis in education Academic writing Study and teaching Textproduktion (DE-588)4184945-0 gnd rswk-swf Handlungsorientierter Unterricht (DE-588)4125440-5 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content Fremdsprachenunterricht (DE-588)4018428-6 s Handlungsorientierter Unterricht (DE-588)4125440-5 s Textproduktion (DE-588)4184945-0 s 2\p DE-604 Byrnes, Heidi 1944- (DE-588)138102813 edt Manchón, Rosa 1957- (DE-588)108957665X edt Erscheint auch als Druck-Ausgabe Task-based language learning 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Task-based language learning insights from and for L2 writing 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 reconsiderationsTask 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 Realizing educational interests: Translating a functional theory of language into curriculumRepositioning 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 analysesResults; 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 Of the case studiesLimitations; 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 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, n Academic writing / Study and teaching Language and languages / Study and teaching Task analysis in education FOREIGN LANGUAGE STUDY / Multi-Language Phrasebooks bisacsh LANGUAGE ARTS & DISCIPLINES / Alphabets & Writing Systems bisacsh LANGUAGE ARTS & DISCIPLINES / Grammar & Punctuation bisacsh LANGUAGE ARTS & DISCIPLINES / Linguistics / General bisacsh LANGUAGE ARTS & DISCIPLINES / Readers bisacsh LANGUAGE ARTS & DISCIPLINES / Spelling bisacsh Academic writing / Study and teaching fast Language and languages / Study and teaching fast Task analysis in education fast Linguistik Sprache Language and languages Study and teaching Task analysis in education Academic writing Study and teaching Textproduktion (DE-588)4184945-0 gnd Handlungsorientierter Unterricht (DE-588)4125440-5 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4184945-0 (DE-588)4125440-5 (DE-588)4018428-6 (DE-588)4143413-4 |
| title | Task-based language learning insights from and for L2 writing |
| title_auth | Task-based language learning insights from and for L2 writing |
| title_exact_search | Task-based language learning insights from and for L2 writing |
| title_full | Task-based language learning insights from and for L2 writing edited by Heidi Byrnes, Georgetown University ; Rosa M. Manchon, University of Murcia |
| title_fullStr | Task-based language learning insights from and for L2 writing edited by Heidi Byrnes, Georgetown University ; Rosa M. Manchon, University of Murcia |
| title_full_unstemmed | Task-based language learning insights from and for L2 writing edited by Heidi Byrnes, Georgetown University ; Rosa M. Manchon, University of Murcia |
| title_short | Task-based language learning |
| title_sort | task based language learning insights from and for l2 writing |
| title_sub | insights from and for L2 writing |
| topic | Academic writing / Study and teaching Language and languages / Study and teaching Task analysis in education FOREIGN LANGUAGE STUDY / Multi-Language Phrasebooks bisacsh LANGUAGE ARTS & DISCIPLINES / Alphabets & Writing Systems bisacsh LANGUAGE ARTS & DISCIPLINES / Grammar & Punctuation bisacsh LANGUAGE ARTS & DISCIPLINES / Linguistics / General bisacsh LANGUAGE ARTS & DISCIPLINES / Readers bisacsh LANGUAGE ARTS & DISCIPLINES / Spelling bisacsh Academic writing / Study and teaching fast Language and languages / Study and teaching fast Task analysis in education fast Linguistik Sprache Language and languages Study and teaching Task analysis in education Academic writing Study and teaching Textproduktion (DE-588)4184945-0 gnd Handlungsorientierter Unterricht (DE-588)4125440-5 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Academic writing / Study and teaching Language and languages / Study and teaching Task analysis in education FOREIGN LANGUAGE STUDY / Multi-Language Phrasebooks LANGUAGE ARTS & DISCIPLINES / Alphabets & Writing Systems LANGUAGE ARTS & DISCIPLINES / Grammar & Punctuation LANGUAGE ARTS & DISCIPLINES / Linguistics / General LANGUAGE ARTS & DISCIPLINES / Readers LANGUAGE ARTS & DISCIPLINES / Spelling Linguistik Sprache Language and languages Study and teaching Task analysis in education Academic writing Study and teaching Textproduktion Handlungsorientierter Unterricht Fremdsprachenunterricht Aufsatzsammlung |
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