The Effects of Task Type and Instructions on Second Language Acquisition
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Recent years have seen a growing interest in the role of tasks in second language acquisition and a substantial body of research now exists to show their potential contribution to language learning and teaching. However, not much is known about the effects of different task types, nor about their accompanying instructions. Which tasks are more successful under what circumstances? What type of instructions should be included? This book attempts to answer the questions above by first examining pre... Recent years have seen a growing interest in the role of tasks in second language acquisition and a substantial body of research now exists to show their potential contribution to language learning and teaching. However, not much is known about the effects of different task types, nor about their accompanying instructions. Which tasks are more successful under what circumstances? What type of instructions should be included? This book attempts to answer the questions above by first examining previous studies on the use of tasks, the roles of input, output and interaction, and by placing these in a broader cognitive framework. It argues that in order to understand the effects of different task types, it is important not only to look at learning outcomes (acquisition), but also at the effects on immediate task performance (intake), and by doing so, to arrive at a more complete picture of the learning process. The book presents the results of a study on the effects of 1) implicit and explicit inductive instructions and 2) three task types on both intake and acquisition of two English grammatical structures. The study used various measures to determine intake as well as the development of both implicit and explicit knowledge. The results of the study support the claims made for the benefits of Focus-on-Form, but do not support the claims made for the benefits of more explicit types of instruction. Further, the results show that there is no direct relationship between intake and acquisition and that different task types can have a differential effect on immediate task performance on the one hand and learning on the other. The book discusses these findings in the light of previous research and considers their implications both at the theoretical level and for language teaching practice.Soort: Met illustraties;Taal: Engels;Afmetingen: 23x212x148 mm;Gewicht: 476,00 gram;Verschijningsdatum: maart 2010;ISBN10: 1443817783;ISBN13: 9781443817783; Engelstalig | Hardcover | 2010.

Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 1-2 business days.
Von Händler/Antiquariat, Any Book.
Recent years have seen a growing interest in the role of tasks in second language acquisition and a substantial body of research now exists to show their potential contribution to language learning and teaching. However, not much is known about the effects of different task types, nor about their accompanying instructions. Which tasks are more successful under what circumstances? What type of instructions should be included? This book attempts to answer the questions above by first examining previous studies on the use of tasks, the roles of input, output and interaction, and by placing these in a broader cognitive framework. It argues that in order to understand the effects of different task types, it is important not only to look at learning outcomes (acquisition), but also at the effects on immediate task performance (intake), and by doing so, to arrive at a more complete picture of the learning process. The book presents the results of a study on the effects of: implicit and explicit inductive instructions, and three task types on both intake and acquisition of two English grammatical structures. The study used various measures to determine intake as well as the development of both implicit and explicit knowledge. The results of the study support the claims made for the benefits of Focus-on-Form, but do not support the claims made for the benefits of more explicit types of instruction. Further, the results show that there is no direct relationship between intake and acquisition and that different task types can have a differential effect on immediate task performance on the one hand and learning on the other. The book discusses these findings in light of previous research and considers their implications both at the theoretical level, as well as for language teaching practice. Hardcover, Ausgabe: New edition, Format: Unabridged, Label: Cambridge Scholars Publishing, Cambridge Scholars Publishing, Produktgruppe: Book, Publiziert: 2010-04-01, Studio: Cambridge Scholars Publishing, Verkaufsrang: 11333412.

Von Händler/Antiquariat, Goodwill Industries of Central Indiana [52195091], Indianapolis, IN, U.S.A.
This is a hard cover book. The dust jacket shows normal wear and tear. The pages have normal wear. We ship Monday-Saturday and respond to inquries within 24 hours.

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Von Händler/Antiquariat, Clickgoodwill, IN, Indianapolis, [RE:4].
This is a hard cover book. The dust jacket shows normal wear and tear. The pages have normal wear. We ship Monday-Saturday and respond to inquries within 24 hours.

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The-Effects-of-Task-Type-and-Instructions-on-Second-Language-Acquisition~~Hayo-Reinders, The Effects of Task Type and Instructions on Second Language Acquisition, Hardcover.

Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 1-2 business days.
Von Händler/Antiquariat, Clickgoodwill.
Paperback, Label: Not Avail, Not Avail, Product group: Book, Published: 2014-05-14, Studio: Not Avail.

Von Händler/Antiquariat, Revaluation Books [2134736], Exeter, United Kingdom.
new edition edition. 250 pages. 8.30x5.80x0.70 inches. In Stock.

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Von Händler/Antiquariat, Irish Booksellers [57531671], Rumford, ME, U.S.A.