Graham Crookes - Tasks and Language Learning: Integrating Theory and Practice (Multilingual Matters)
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Tasks and Language Learning: Integrating Theory and Practice (Multilingual Matters)
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Tasks and Language Learning : Integrating Theory and Practice Multilingual Matters (Series) ; 93
author
:
Crookes, Graham.
publisher
:
Multilingual Matters
isbn10 | asin
:
1853591858
print isbn13
:
9781853591853
ebook isbn13
:
9780585243566
language
:
English
subject
Language and languages--Study and teaching, Task analysis in education.
publication date
:
1993
lcc
:
P53.82.T36 1993eb
ddc
:
418/.007
subject
:
Language and languages--Study and teaching, Task analysis in education.
Page i
MULTILINGUAL MATTERS
93 Series Editor: Derrick Sharpbreak
Tasks and Language Learning
Integrating Theory and Practice
Edited by Graham Crookes and Susan M. Gass
MULTILINGUAL MATTERS LTD Clevedon Philadelphia Adelaide
Page ii
Library of Congress Cataloging in Publication Data
Tasks and Language Learning: Integrating Theory and Practice/ Edited by Graham Crookes and Susan M. Gass p. cm. (Multilingual Matters: 93) 1. Language and languages-Study and teaching. 2. Task analysis in education. I. Crookes, Graham. II. Gass, Susan M. III. Series: Multilingual Series (Series): 93. P53.82.T36 1993 418'.007-dc20
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library.
ISBN 1-85359-185-8 (hbk) ISBN 1-85359-184-X (pbk)
Multilingual Matters Ltd
UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, Avon BS21 7SJ. USA: 1900 Frost Road, Suite 101, Bristol, PA 19007, USA. Australia: P.O. Box 6025, 83 Gilles Street, Adelaide, SA 5000, Australia.
Copyright 1993 Graham Crookes, Susan M. Gass and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
Typeset by Wayside Books, Clevedon. Printed and bound in Great Britain by the Longdunn Press, Bristol.break
Page iii
Contents
Preface
v
Introduction
Graham Crookes and Susan M. Gass
1
1 Choosing and Using Communication Tasks for Second Language Instruction
Teresa Pica, Ruth Kanagy and Joseph Falodun
9
2 Interlocutor and Task Familiarity: Effects on Interactional Structure
India Plough and Susan M. Gass
35
3 Tasks and Interlanguage Performance: An SLA Research Perspective
Patricia A. Duff
57
4 Variation in Foreigner Talk Input: The Effects of Task and Proficiency
Ian M. Shortreed
96
5 Grammar and Task-Based Methodology
Lester Loschky and Robert Bley-Vroman
123
Index
168
Page v
Preface
This book stems from a long-standing interest on the part of both of the editors in the notion of tasks. We were both concerned with the extent to which tasks are an important aspect of the teaching/learning process. However, we each approach the topic from a different orientation Graham Crookes' major interest has been in the pedagogical domain, whereas Susan Gass has been more focused on issues relating to learning. Because we both felt that tasks were of importance from both perspectives and because there was no book which unified these perspectives, we decided to undertake this project.
The task of putting this book together has been truly a global affair. Discussions took place at TESOL, San Francisco, TESOL, San Antonio, TESOL, Chicago, in Michigan and in Hawaii. We were helped along the way by numerous friends and colleagues, including Josh Ard, Michael Long, Carolyn Madden, Litsa Varonis and John Swales. We are grateful to them for their input and wisdom. We also appreciate the work and effort which our contributors have put into the writing of their individual chapters. Their promptness in responding to our queries, criticisms and suggestions made our task easier.
Page 1
Introduction
Graham Crookes, University of Hawai'i and Susan Gass, Michigan State University
This book, and its companion volume, Tasks in a Pedagogical Context: Integrating Theory and Practice, are centrally concerned with the concept of task, as it has developed in the contexts of language learning as well as curriculum and syllabus design.
As is by now well known, the term 'task', used in one sense or another, began to come into deliberate use in applied linguistics around the beginning of the 1980s. We see it as having two major foci first, as an aspect of the research methodology used in studies of second language acquisition (SLA) from the beginning of the 1980s, and second, as a concept used in second language curriculum design from the middle of the 1980s.
In the SLA literature, the focus on tasks had as its precursor work on conversational analysis of second language speakers. Early work in SLA focused on learners using conversation as a forum for practice of what had been presented in a classroom situation. This view changed in the mid 1970s with work by Wagner-Gough & Hatch (1975). They argued that conversation did not serve the function of mere practice of forms, structures, etc., but was the locus of the development of syntax. As Ellis (1984: 95) states,
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