Series: Task-based Language Teaching: Issues, Research and Practice (Scopus-indexed). Series Editors: Martin Bygate, John M. Norris, Kris Van den Branden.
“Researching L2 Task Performance and Pedagogy in Honour of Peter Skehan” Edited by Zhisheng (Edward) Wen & Mohammad Ahmadian (John Benjamins, 2019)
Researching L2 Task Performance and Pedagogy In Honour of Peter Skehan Edited By: Zhisheng (Edward) Wen & Mohammad Ahmadian Series: Task-based Language Teaching: Issues, Research and Practice (Scopus-indexed) Series Editors: Martin Bygate, John M. Norris, Kris Van den Branden Publisher: John Benjamins, 2019
Table of Contents Series Editors’ Preface Acknowledgments Profile of Peter Skehan Foreword: The many contributions of Peter Skehan Michael Long (University of Maryland) Introduction and Overview (Mohammad Ahamdian & Zhisheng Wen) Part I. Underlying Constructs and Emerging Perspectives 1. Task preparedness 2. 3. 4.
Rod Ellis (Curtin University, Perth, Australia) Automaticity, fluency and L2 task performance Parvaneh Tavakoli (University of Reading) Task motivation: What makes an L2 task engaging Zoltán Dörnyei (University of Nottingham) The relationship between task motivation and L2 motivation: An Empirical Study Qiong Wang (The University of Auckland) & Shaofeng Li (Florida State University)
Part II. Task Complexity and Performance 5. Unravelling cognitive task complexity: Lessons from careful observations of the relationship between task characteristics and L2 task performance Shoko Sasayama (University of Tokyo) & John Norris (ETS, USA) 6. The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakers Marije Michel (Utrecht University, NL), Andrea Révész (University College London, UK), Danni Shi (University College London, UK); & Yanmei Li (Lancaster University, UK) 1
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“Researching L2 Task Performance and Pedagogy in Honour of Peter Skehan” Edited by Zhisheng (Edward) Wen & Mohammad Ahmadian (John Benjamins, 2019)
7. The effects of task complexity on Chinese EFL learners’ oral performance and cognitive processes Jiaxin Xing (Qufu Normal University) & Shaoqian Luo (Beijing Normal University) 8. Peter Skehan’s influence in research on task difficulty: A bibliometric analysis using CiteSpace Liping Wang (Nanchang University, China) & Lawrence Jun Zhang (University of Auckland, NZ) Part III. Task Pedagogy and L2 Development 9. Strategic planning and repetition as metacognitive processes in task performance: implications for EFL learners’ speech production Raquel D’Ely (Federal University of Santa Catarina), Mailce Borges Mota (Federal University of Santa Catarina/CNPq) & Martin Bygate (Lancaster University) 10. Input-based tasks in a French language classroom Rosemary Erlam (University of Auckland) 11. Task-readiness and L2 task performance across proficiency levels Gavin Bui (The Hang Seng University of Hong Kong) 12. Task-induced second language development: A microgenetic analysis Craig Lambert (Curtin University, Perth, Australia) Epilogue 13. Task analysis and the competition model Brian MacWhinney (Carnegie Mellon University) Notes on Contributors Index
