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Part of
Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan
Edited by Zhisheng (Edward) Wen and Mohammad Javad Ahmadian
[
Task-Based Language Teaching
13] 2019
► pp.
325
–
328
◄
previous
A
accuracy
vi, xv, xvi, xvii, xix, xiii, 2, 6-10 , 15-36 , 41, 44, 46-48 , 53, 67, 69, 96-98 , 102, 104-05 , 111, 113, 117, 123, 125, 131, 133-38 , 141-49 , 153, 155-56 , 158-59 , 162-75 , 188-91 , 200-01 , 203-05 , 207-210 , 214-16 , 218-19 , 224, 226, 254-79 , 284, 287-88 , 292-94 , 298, 307, 311-12
Ahmadian, M.
20, 29-31 , 149, 156, 173-74
articulation
26, 37, 51, 135, 150, 161-63 , 167-68 , 170, 173-74 , 188, 190-91 , 200, 201, 203-04 , 217, 306-07
AS-Unit
47, 136-38 , 141, 143-44 , 146, 261-62 , 286, 287, 292
attention to form
21, 154-55 , 230
attention on form
32-33
automaticity
6, 39, 40-47
B
background information
208, 233
bibliometric analysis
8, 183
breakdown fluency
34, 46, 188, 209, 255, 263
Bui, G.
9, 16, 22-23 , 28, 31, 137, 203, 253-56 , 258-59 , 271, 307, 309
Bygate, M.
8, 19, 53, 133, 153-54 , 171, 177, 200-01 , 204, 207, 209, 216-17 , 219-20 , 229, 235, 253, 271
C
CALF
2, 8-10 , 47-48 , 153, 157, 165, 168, 174, 176, 189, 209, 253, 257-274 , 279-295 , 305, 307, 312
chat room
19, 23
Chinese EFL learners
8, 153, 157, 176
CLAN
261,287, 309-10
Codes for the Human Analysis of Transcripts (CHAT)
286, 309
CiteSpace
2, 8, 183-87 , 191
code complexity
7, 25, 33, 97, 101-03 , 109, 110-19
coding scheme
103, 156, 162, 173, 176
Cognition Hypothesis
9, 88, 131, 150, 153-156 , 184-85 , 189, 190, 254, 269
cognitive complexity –
7, 96149, 153-179
cognitive load
7, 48, 95-130 , 257
Cognitive Load Theory
98, 118, 129
cognitive processing
8, 45, 96, 98
Competition Model
6, 9, 305-313
Complexity
2-3 , 6-9 , 15-35 , 41, 46-49 , 53, 56, 60, 67-69 , 95-105 , 109-14 , 116-20 , 126-30 , 133-38 , 140-49 , 153-57 , 159, 164-65 , 171-75 , 183, 185-86 , 188-91 , 199-200 , 202, 204-06 , 209-12 , 216-17 , 219-20 , 253-54 , 256-61 , 263-67 , 269-74 , 280, 282, 286-89 , 292-93 , 297, 305, 307-08 , 310-12
conceptual input
7, 95, 101, 106, 108, 110, 115, 128
conceptualization
47, 158, 161-63 , 166-68 , 173-75 , 176, 190, 201-205 , 307
conceptualiser/conceptualizer
136-37 , 140, 147, 158, 171, 202, 257
controlled processing
44
corrective feedback
19-20
D
decision-making task
143, 145, 172
design variable
23, 24
directed motivational current (DMC)
6, 53, 57, 61, 64-65 , 309
Dornyei, Z.
6, 53-63 , 67-73 , 86, 309
dual-mode system
2
Dynamic Systems Theory
64
E
effect size(s)
81, 141, 215, 228, 241-44 , 247
elicited imitation test
239, 243, 245-48
Ellis, R.
6, 15-16 , 19, 21, 23-25 , 27-31 , 34, 49, 55, 59, 133, 153-54 , 184, 188, 201-04 , 216-17 , 219, 229-33 , 239-40 , 242-43 , 253-55 , 281, 307
Erlam, R.
9, 229, 232-33 , 239, 240, 242-43
error free clauses
34, 141-44 , 159, 165, 209-10 , 213-15 , 226-28 , 255, 261
errors per 100 words
159, 165, 262-63 , 265, 267-69
explicit instruction (explicit teaching)
9, 29, 31-32 , 201, 219, 229-30 , 231, 238
extended Trade-off Hypothesis
174
external readiness
9, 16, 31, 258
extraneous complexity
7, 96, 118-119 , 120-129
F
facilitative complexity
7
factor analysis
7, 71, 75-78 , 80-81 , 83-84
false starts
29, 46, 140, 209, 261, 281
filled pauses
29, 188, 209-11 , 216, 225, 227-28 , 255, 261, 286
fluency
2, 6, 8, 10, 15-35 , 39-50 , 53, 67, 96-98 , 102, 104-05 , 111-13 , 117, 122-23 , 134, 136, 153, 155, 159-60 , 164-65 , 168-71 , 173-75 , 183, 188-91 , 199-200 , 202-06 , 209-11 , 215-16 , 218, 224, 253-55 , 257-58 , 261, 263, 266-67 , 269, 271-74 , 280, 282, 286-87 , 292-93 , 295, 305, 307-13
FluencyBank
10, 305, 309, 313
focussed attention
58
focused tasks
9, 229, 249
form-meaning mappings
9, 232, 246
Formulator
136, 140, 202, 217, 257
formulation
18, 26, 29, 46-47 , 135-36 , 137, 140, 147, 161-68 , 201-202 , 219, 255, 307
Foster, P.
xxii, 3, 17, 22-25 , 29, 34, 47, 53, 67, 134, 137-38 , 140-41 , 154-55 , 158, 188-89 , 202-03 , 208-10 , 215, 217, 219, 255-56 , 258, 271, 286, 308
G
germane complexity
95, 119, 122-27 , 129
grammar
xxi, 27, 102-03 , 111-13 , 119, 123, 162, 166-67 , 169-71 , 208, 216, 231-32 , 243, 291
grammar learning
232
guided planning
25, 31
H
here-and-now
218
Hong Kong
xxii, 1, 4-5 , 22, 54, 259, 274
I
implicit learning
230
individual differences
xxi-xxii , 2-3 , 120, 270, 309
information processing
134
input-based tasks
9, 229-30 , 247-248
intake
230
interlanguage
48, 125, 134, 202, 281
interactive tasks
23, 34, 192
internal readiness
16, 31, 258
intrinsic complexity
97, 119-120 , 126
item-based patterns
306-07 , 310, 320
K
Kormos, J.
17, 40, 47, 54-55 , 68-69 , 71, 98, 135, 155, 158, 257, 280, 287, 296
L
L2 fluency
6, 39-42 , 255
L2 proficiency
23, 30, 32, 99, 253, 258, 269
L2 Self-System
7
Lambda
159, 165, 257, 261-62 , 265-69 , 271-273
Lambert, C.
9, 17, 19, 21, 34, 257, 280, 296, 309, 311
language aptitude
xxi-xxii , 2-3 , 5
language emergence
292, 298, 320
length of run
46-47 , 287, 293
lemma retrieval
190
Levelt, W.
44, 161, 190-91 , 201-03
Levelt model
190-91
lexical complexity --
25, 30, 47, 105, 111, 122-23 , 138, 155, 183, 188-89 , 256, 258-59 , 261, 267, 270-74 , 305, 307, 31012
lexical density
8, 199, 205-06 , 209-10 , 212-13 , 215, 217, 226, 256, 258, 261, 265
lexical diversity
155, 159-60 , 164-65 , 172, 188-89 , 256, 261, 265-67 , 269, 271-73 , 287, 310
lexical learning
248
lexical sophistication
159, 164-65 , 189, 257, 261, 265-69 , 272-73
Li, S.
5, 7, 22, 31, 67, 74, 231
Limited Attention Capacity Hypothesis (LACH)
153-154
Limited attentional capacity
xi, 7, 95, 98, 155, 184
Long, M.
1, 96, 133-34 , 154
M
macro-planning
135
MacWhinney, B.
9-10 , 281, 286, 305-12
mean length of run
47, 287, 293
mental lexicon
135, 256-57 , 271, 273
Michel, M.
7, 137-38 , 148-49 , 155
microdevelopmental perspective
9
microgenetic analysis
279
micro-planning
135
mid-clause pausing
29, 34
monitoring
20, 30-31 , 42, 44, 135, 153, 161-63 , 166-68 , 170-71 , 173-75 , 190-91 , 294
multivariate modelling
71-72
N
narrative task --
20, 30, 74, 83, 101, 104, 116, 122, 138, 143, 146, 172, 199, 20608, 220
native speakers
189-90 , 259, 309
nominalization
284
non-native speakers
138, 188-89
nonphonation/time ratio
188
Norris, J.
5, 7, 34, 95, 98, 139-40 , 148, 153-54 , 184-85 , 190, 253, 256, 263, 272, 284, 308
noticing
35, 39, 54, 205, 269
O
online planning
6, 15, 17, 19-21 , 23, 29-31 , 33, 35, 136, 156
Ortega, L.
27, 31, 34, 43, 140, 148, 156, 184-85 , 190, 202-03 , 209, 216-17 , 256, 258, 263, 272, 284
overt speech
257
P
parallel processing
43, 217, 253, 271
pausing
29, 34, 42, 47, 188, 209, 255, 261, 281
performance factors
7, 95, 101-03 , 114, 116, 128
phonological encoding
135, 257, 271
phonological working memory
26
planning
xxii, 6, 8-9 , 15-17 , 19-34 , 42, 44, 49, 55, 67, 74, 76, 79, 91, 98, 135-36 , 140, 153, 156, 189, 192, 199-220 , 224-28 , 230, 257-58 , 271, 296
planning conditions
8, 26-30 , 153, 189, 201
planning time
24-27 , 49, 74, 98, 202-03 , 208, 257-58
post-task activity
202
pre-task planning
6, 8, 15-16 , 20-21 , 26, 28, 30, 35, 49, 55, 156, 200, 202-03 , 216, 224, 276
post-task questionnaire
8, 208
pre-task preparedness
32
pre-verbal message
135, 190, 257
Primacy of Meaning Principle
9
proceduralization
35, 308, 310, 311-312
processing
xxi, 2, 8, 35, 39-40 , 42-50 , 68, 70, 96-98 , 134, 140, 146-48 , 155-56 , 161-63 , 166-70 , 173-75 , 184, 186, 190-91 , 200, 217-18 , 220, 230-32 , 236, 253, 271-73 , 280, 305-307 , 309, 312
pruned speech
159, 211, 261
R
raw speech rate
188
reasoning demands
153-55 , 157, 165, 171-72 , 174-76
referential communication tasks
299
referential demands
9
reformulation
29, 46-47 , 209, 255, 261
rehearsal (repetition)
15, 16-20 , 202-04 , 216-17 , 258
rehearsal strategies
258
relativization
290
repair fluency
31, 34, 46-47 , 188, 209, 255, 263
replacement
46, 261
repetition
6, 8, 15-21 , 30-34 , 46, 98, 140, 160, 169-71 , 173, 175, 188, 192, 199-220 , 224-28 , 239, 241, 243, 245, 261, 283, 286, 288, 290-91 , 295-96 , 309-311
resource directing
17, 155, 158, 172, 189, 269
resource-dispersing
17
Révész, A.
7, 40, 48, 130, 138-39 , 153-54 , 156, 173, 176, 188
Robinson, P.
17, 87, 98, 134, 140, 146, 153-55 , 158-59 , 172, 189, 200-01 , 207, 254, 258, 269
rule-based system
202, 271
S
Sasayama, S.
7, 95, 98-99 , 101, 104-05 , 117, 130, 308
self-monitoring
190
self-repair
34, 173-74
serial processing
271
Skehan, P.
xxi-xxii , 1-2 , 4-9 , 16-17 , 19, 21-25 , 27, 29, 31, 33-35 , 40, 42, 44-49 , 53-55 , 67, 72, 95, 97-98 , 130, 133-37 , 139-40 , 145-49 , 153-61 , 171-75 , 187-91 , 200-03 , 208-09 , 215-20 , 229, 235, 254-58 , 271, 280, 296-97 , 305, 307-10 , 312
SLA
xxi-xxii , 1-3 , 5, 8, 39-41 , 43-45 , 49, 53-54 , 58, 60, 68, 134, 153, 183, 202, 280-81 , 313
speech rate
41, 46-47 , 159, 165, 188, 209-11 , 224, 255, 261, 263, 266-67 , 287, 293
state motivation
56, 68
stimulated recall
20-21 , 153, 156, 158, 160-61 , 166, 168, 182
strategic planning (pre-task planning)
6, 8, 16, 22-29 , 31-33 , 36, 199, 201-13 , 215-20 , 224
structural complexity
171, 189, 265, 267, 269, 272, 310
student engagement
56-57 , 59-60 , 62, 64, 66
subordinate clauses
136-37 , 141, 143, 146-47 , 159-60 , 165
subordination
8, 137, 141, 143, 146-47 , 159-60 , 165, 226, 272, 293
syllables per minute
46, 188
syllabus
xxi, 49, 134, 296
syntactic encoding
190
T
task-based language teaching and learning
319-20
task characteristics
55, 64, 95, 134, 154-56 , 172, 176
task conditions
8, 17, 29, 32, 45, 49, 55, 58, 141, 143-44 , 147, 189, 199-200 , 253, 269-71 , 293
task complexity
3, 6, 8, 95-99 , 105, 114, 116-17 , 125, 127-30 , 143, 146, 147, 155-57 , 159, 171-73 , 181, 185-86 , 189, 191-92 , 200, 259-60 , 269-71 , 274
task demands
7, 68, 133-34 , 138, 142-43 , 145-48 , 172, 174-76 , 283, 296, 309
task difficulty
7, 8, 48, 55, 73-74 , 84, 99-101 , 104, 108, 122, 177, 183-92
task engagement
6, 53, 58, 61-64 , 200
task exemplars
283
task-external readiness
9, 258
task-induced L2 development
9
task motivation
7, 10, 53-57 , 59-60 , 63-64 , 67-81 , 83-87
task pedagogy
8
task performance -
xxii, 2, 6, 8-9 , 15-17 , 25-26 , 32-35 , 39, 41, 43, 45, 4749, 51-55 , 64, 68, 70, 73, 88, 95-99 , 101, 103-05 , 111, 116-17 , 120, 125-26 , 131, 136-37 , 154, 156-59 , 164-65 , 172, 174-76 , 188-92 , 201, 204-05 , 219-20 , 235, 253-255 , 259
task preparedness
6, 15, 17, 28, 32-33 , 35, 253
task processing system
68, 70
task readiness
9
task repetition
18-19 , 21, 30, 203, 205
task sequence 9
282, 295, 279-80 , 297
task structure
22, 24, 63-64 , 137, 155-56 , 180, 224
task types
xxii, 98, 133-34 , 141, 144-45 , 147-48 , 202, 263, 265, 270
Tavakoli, P.
3, 6, 22, 30, 40-41 , 46-47 , 49, 98, 137-38 , 156, 189, 203, 255, 257-58 , 309
there-and-then
156, 205, 207, 218, 220
topic familiarity
15-16 , 31, 137, 253, 258-60 , 262-63
trade-off effects
189, 202, 136, 148-49 , 190, 200, 267, 191
Trade-Off hypothesis
2, 6, 174, 189, 199
Triadic Componential Framework
158
type-token ratio
105, 188, 217, 256, 261, 287
U
unguided planning
31
unpressured
16, 20-21 , 23, 28-31 , 219-20
V
vocabulary
20, 70-71 , 76, 79, 111-12 , 119, 123, 126, 208, 231, 237-39 , 242, 244-45 , 247-48 , 256-57 , 311
VocD 261
287, 293, 310
W
Weighted Clause Ratio
140, 142, 144, 148, 192, 274
Wen, Z.
5, 26, 149
within-task planning
15-16 , 19, 25, 28-33
words per AS unit
138, 141, 159
words per clause
137, 141, 171, 256, 261-63 , 265, 267, 269-74 , 293
words per minute
209, 261-63 , 267, 269
working memory
6, 15, 22, 26, 30, 32-33 , 35, 118, 135, 218, 319
Z
Zhang, L.J.
2, 8, 86, 183-84 , 186-87 , 189, 191