22.192, Books: Applied Linguistics/Language Acquisition: Reinders

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LINGUIST List: Vol-22-192. Tue Jan 11 2011. ISSN: 1068 - 4875.

Subject: 22.192, Books: Applied Linguistics/Language Acquisition: Reinders

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1)
Date: 23-Dec-2010
From: Chris Humphrey [chumphrey at c-s-p.org]
Subject: The Effects of Task Type and Instructions on Second Language
Acquisition: Reinders
 

	
-------------------------Message 1 ---------------------------------- 
Date: Tue, 11 Jan 2011 22:35:16
From: Chris Humphrey [chumphrey at c-s-p.org]
Subject: The Effects of Task Type and Instructions on Second Language Acquisition: Reinders

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Title: The Effects of Task Type and Instructions on Second Language
Acquisition 
Publication Year: 2010 
Publisher: Cambridge Scholars Publishing
	   http://www.c-s-p.org
	
Author: Hayo Reinders

Hardback: ISBN:  9781443817783 Pages: 250 Price: U.K. £ 39.99


Abstract:

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. 



Linguistic Field(s): Applied Linguistics
                     Language Acquisition


Written In: English  (eng)
	
See this book announcement on our website: 
http://linguistlist.org/pubs/books/get-book.cfm?BookID=52431


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