Part of
Task-Based Language Learning – Insights from and for L2 Writing
Edited by Heidi Byrnes and Rosa M. Manchón
[Task-Based Language Teaching 7] 2014
► pp. 79103
References (85)
References
Bakhtin, M.M. (1986). The problem of speech genres. In C. Emerson & M. Holquist (Eds.), M. M. Bakhtin. Speech genres and other late essays (pp. 60–102). Austin, TX: University of Texas Press.Google Scholar
Bygate, M. (2004). Some trends in applied linguistics: Towards a generic view. AILA Review, 17, 6–22. DOI logoGoogle Scholar
Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate FL curriculum. Language Testing, 19, 419–437. DOI logoGoogle Scholar
. (2009). Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor. Linguistics and Education, 20, 50–66. DOI logoGoogle Scholar
. (2011). Beyond writing as language learning or content learning: Construing foreign language writing as meaning-making. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 133–157). Amsterdam: John Benjamins. DOI logoGoogle Scholar
. (2012). Conceptualizing FL writing development in collegiate settings: A systemic functional linguistic approach. In R.M. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 191–219). Berlin: de Gruyter Mouton. DOI logoGoogle Scholar
. (2013a). Linking ‘task’ and curricular thinking. An affirmation of the TBLT educational agenda. Plenary presented at the Fifth International Conference on Task-based Language Teaching. Banff, Canada, October 4.
. (2013b). Positioning writing as meaning-making in writing research: An introduction. Journal of Second Language Writing, 22, 95-106. DOI logoGoogle Scholar
Byrnes, H., Crane, C., Maxim, H.H., & Sprang, K.A. (2006). Taking text to task: Issues and choices in curriculum construction. ITL: International Journal of Applied Linguistics, 152, 85–110. DOI logoGoogle Scholar
Byrnes, H., Maxim, H.H., & Norris, J.M. (2010). Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94, Supplement s-1.Google Scholar
Christie, F. (2012). Language education throughout the school years: A functional perspective. Language Learning, 62 (Supplement 1). DOI logoGoogle Scholar
Christie, F., & Martin, J.R. (Eds.). (1997). Genre and institutions: Social processes in the workplace and school . London: Continuum.Google Scholar
Cook, V. (2008). Multi-competence: Black hole or wormhole for second language acquisition research? In Z. Han (Ed.), Understanding second language process (pp. 16–26). Clevedon, UK: Multilingual Matters.Google Scholar
Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7, 482–511. DOI logoGoogle Scholar
. (2009). The contribution of studies of foreign language writing to research, theories and policies. In R.M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 209–231). Clevedon, UK: Multilingual Matters.Google Scholar
. (2011). Preface. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. ix–xii). Amsterdam: John Benjamins. DOI logoGoogle Scholar
de Bot, K. (Guest Ed.). (2008). Second language development as a dynamic process. Modern Language Journal, 92, 166–283. DOI logoGoogle Scholar
de Bot, K., & Larsen-Freeman, D. (2011). Researching second language development from a Dynamic Systems Theory perspective. In M.H. Verspoor, K. de Bot, & W. Lowie (Eds.), A dynamic approach to second language development: Methods and techniques (pp. 5–24). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Bristol, UK: Multilingual Matters.Google Scholar
Ellis, N.C., & Larsen-Freeman, D. (Eds.). (2006). Language emergence: Implications for applied linguistics – Introduction to the special issue. Applied Linguistics, 27, 558–589. DOI logoGoogle Scholar
Hall, J.K., Cheng, A., & Carlson, M.T. (2006). Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics, 27, 220–240. DOI logoGoogle Scholar
Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116. DOI logoGoogle Scholar
. (1996). On grammar and grammatics. In R. Hasan, C. Cloran, & D.G. Butt (Eds.), Functional descriptions: Theory in practice (pp. 1–38). Amsterdam: John Benjamins. DOI logoGoogle Scholar
. (2007). On the concept of "educational linguistics" (1990). In J.J. Webster (Ed.), Language and education (pp. 354–367). London: Continuum.Google Scholar
Halliday, M.A.K., & Matthiessen, C.M.I.M. (1999). Construing experience through meaning: A language-based approach to cognition . London: Continuum.Google Scholar
Halliday, M.A.K. (revised by C. M. I. M. Matthiessen) (2013). Halliday’s introduction to functional grammar. London: Routledge.Google Scholar
Heller, M. (2010). The commodification of language. Annual Review of Anthropology, 39, 101-114. DOI logoGoogle Scholar
Hood, S. (2008). Summary writing in academic contexts: Implicating meaning in processes of change. Linguistics and Education, 19, 351–365. DOI logoGoogle Scholar
. (2010). Appraising research: Evaluation in academic writing . Houndmills: Palgrave Macmillan. DOI logoGoogle Scholar
Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing . London: Longman.Google Scholar
. (2011). Learning to write: Issues in theory, research, and pedagogy. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 17–35). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Johns, A.M. (2011). The future of genre in L2 writing: Fundamental, but contested, instructional decisions. Journal of Second Language Writing, 20, 56–68. DOI logoGoogle Scholar
Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. Modern Language Journal, 98, 286–301. DOI logoGoogle Scholar
Kramsch, C., & Whiteside, A. (2008). Language ecology in multilingual settings: Towards a theory of symbolic competence. Applied Linguistics, 29, 645–672. DOI logoGoogle Scholar
Lantolf, J.P., & Thorne, S.L. (2006). Sociocultural theory and the genesis of second language development . Oxford: Oxford University Press. DOI logoGoogle Scholar
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics . Oxford: Oxford University Press.Google Scholar
Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English . New York: Routledge. DOI logoGoogle Scholar
Liardét, C. (2013). An exploration of Chinese EFL learners’ deployment of grammatical metaphor: Learning to make academically valued meanings. Journal of Second Language Writing, 22, 161–178. DOI logoGoogle Scholar
Long, M.H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language development (pp. 77–99). Clevedon, UK: Multilingual Matters.Google Scholar
. (1990). Task, group, and task-group interactions. In S. Anivan (Ed.), Language teaching methodology for the nineties (pp. 31–50). Singapore: SAEMEO Regional Language Centre.Google Scholar
Manchón, R.M. (2009a). Introduction: Broadening the perspective of L2 writing scholarship: The contribution of research on foreign language writing. In R.M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 1–19). Bristol, UK: Multilingual Matters.Google Scholar
. (Ed.). (2009b). Writing in foreign language contexts: Learning, teaching, and research . Bristol, UK: Multilingual Matters.Google Scholar
. (Ed.). (2011a). Learning-to-write and writing-to-learn in an additional language . Amsterdam: John Benjamins. DOI logoGoogle Scholar
. (2011b). Situating the learning-to-write and writing-to-learn dimensions of L2 writing. In R. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 3–14). Amsterdam: John Benjamins. DOI logoGoogle Scholar
. (2011c). Writing to learn the language: Issues in theory and research. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 61–82). Amsterdam: John Benjamins. DOI logoGoogle Scholar
. (Ed.) (2012a). L2 writing development: Multiple perspectives . Berlin: de Gruyter Mouton. DOI logoGoogle Scholar
. (2012b). Multiple perspectives in the study of L2 writing development: An introduction. In R.M. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 1–16). Berlin: de Gruyter Mouton. DOI logoGoogle Scholar
Manchón, R.M., & Roca de Larios, J. (2007). Writing-to-learn in instructed language learning contexts. In E.A. Soler & M.P.S. Jordá (Eds.), Intercultural language use and language learning (pp. 101–121). Berlin: Springer. DOI logoGoogle Scholar
. (2011). Writing to learn in FL contexts: Exploring learners' perceptions of the language learning potential of L2 writing. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 181–207). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Manchón, R.M., Roca de Larios, J., & Murphy, L. (2009). The temporal dimension and problem-solving nature of foreign language composing processes. Implications for theory. In R.M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 102–124). Bristol, UK: Multilingual Matters.Google Scholar
Martin, J.R. (1991). Intrinsic functionality: Implications for contextual theory. Social Semiotics, 1, 99–162. DOI logoGoogle Scholar
. (2007). Constructing knowledge: A functional linguistic perspective. In F. Christie & J.R. Martin (Eds.), Language, knowledge and pedagogy: Functional linguistic and sociological perspectives (pp. 34–64). London: Continuum.Google Scholar
. (2012). Writing and genre studies. In C. Chapelle (Gen. Ed.), Encyclopaedia of applied linguistics . Malden, MA: Wiley Blackwell. DOI logoGoogle Scholar
Martin, J.R., & Rose, D. (2003). Working with discourse: Meaning beyond the clause . London: Continuum.Google Scholar
. (2008). Genre relations: Mapping culture . London: Equinox.Google Scholar
Martin, J.R., & White, P.R.R. (2005). The language of evaluation: Appraisal in English . New York: Palgrave Macmillan.Google Scholar
Matthiessen, C.M.I.M. (2007). The 'architecture' of language according to systemic functional theory: Developments since the 1970s. In R. Hasan, C.M.I. M. Matthiessen, & J. Webster (Eds.), Continuing discourse on language: A functional perspective, Vol. 2 (pp. 505–561). London: Equinox.Google Scholar
. (2009). Meaning in the making: Meaning potential emerging from acts of meaning. Language Learning, 59 (Supplement 1), 206–229. DOI logoGoogle Scholar
Murphy, L., & Roca de Larios, J. (2010)). Searching for words: One strategic use of the mother tongue by advanced Spanish EFL learners. Journal of Second Language Writing, 19, 61–81. DOI logoGoogle Scholar
Norris, J.M. (2009). Task-based teaching and testing. In M.H. Long & C. Doughty (Eds.), Handbook of language teaching (pp. 578–594). Cambridge: Blackwell. DOI logoGoogle Scholar
Norris, J.M., & Manchón, R.M. (2012). Investigating L2 writing development from multiple perspectives: Issues in theory and research. In R.M. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 221–244). Berlin: de Gruyter Mouton. DOI logoGoogle Scholar
Norris, J.M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30, 555–578. DOI logoGoogle Scholar
Ortega, L. (2009). Studying writing across English as a foreign language contexts: Looking back and moving forward. In R.M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 232–255). Bristol, UK: Multilingual Matters.Google Scholar
. (2011). Reflections on the learning-to-write and writing-to-learn dimensions of second language writing. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 237–250). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Ortega, L., & Byrnes, H. (2008). Theorizing advancedness. Setting up the longitudinal research agenda. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 281–299). London: Routledge.Google Scholar
Ortega, L., & Carson, J.G. (2010). Multicompetence, social context, and L2 writing research praxis. In T. Silva & P.K. Matsuda (Eds.), Practicing theory in second language writing (pp. 48–71). West Lafayette, IN: Parlor Press.Google Scholar
Robinson, P. (2011a). Second language task complexity, the Cognition Hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 3–38). Amsterdam: John Benjamins. DOI logoGoogle Scholar
. (Guest Ed.). (2011b). Task-based language learning. Language Learning, 61, Supplement 1, 1–226. DOI logoGoogle Scholar
. (2011c). Task-based language learning: A review of issues. Language Learning, 61, S-1, 1–36. DOI logoGoogle Scholar
Ryshina-Pankova, M., & Byrnes, H. (2013). Writing as learning to know: Tracing knowledge construction in L2 German compositions. Journal of Second Language Writing, 22, 179-197. DOI logoGoogle Scholar
Samuda, V., & Bygate, M. (2008). Tasks in second language learning . Houndmills, UK: Palgrave Macmillan. DOI logoGoogle Scholar
Schleppegrell, M.J. (2004). The language of schooling: A functional linguistics perspective . Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Schmidt, R.W. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Segalowitz, N. (2000). Automaticity and attentional skill in fluent performance. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 200–219). Ann Arbor, MI: The University of Michigan Press.Google Scholar
. (2010). Cognitive bases of second language fluency . New York: Routledge. DOI logoGoogle Scholar
Skehan, P. (1998). A cognitive approach to language learning . Oxford: Oxford University Press. DOI logoGoogle Scholar
Swain, M. (2005). The output hypothesis. Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–481). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar
Tardy, C.M. (2006). Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing, 15, 79–101. DOI logoGoogle Scholar
. (2011). The history and future of genre in second language writing. Journal of Second Language Writing, 20, 1–5. DOI logoGoogle Scholar
. (2012). A rhetorical genre theory perspective on L2 writing development. In R.M. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 164–189). Berlin: de Gruyter Mouton. DOI logoGoogle Scholar
Van den Branden, K. (Ed.). (2006). Task-based language education: From theory to practice (pp. 164–189). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Van den Branden, K., Bygate, M., & Norris, J.M. (2009). Task-based language teaching: Introducing the reader. In K. van den Branden, M. Bygate, & J.M. Norris (Eds.), Task-based language teaching: A reader (pp. 2–13). Amsterdam: John Benjamins.. DOI logoGoogle Scholar
van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245–259). Oxford: Oxford University Press.Google Scholar
. (2008). Agency in the classroom. In J.P. Lantolf & M.E. Poehner (Eds.), Sociocultual theory and the teaching of second languages (pp. 163–186). London: Equinox.Google Scholar
Cited by (5)

Cited by five other publications

Hamel, Marie-Josée
2019. Bilingues, francophiles et citoyens du web ! / Bilinguals, Francophiles and Web Citizens!. CALICO Journal 36:3  pp. 162 ff. DOI logo
Byrnes, Heidi
2018. Advanced‐Level Grammatical Development in Instructed SLA. In The Handbook of Advanced Proficiency in Second Language Acquisition,  pp. 131 ff. DOI logo
TENG, LIN SOPHIE & LAWRENCE JUN ZHANG
2016. A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies. The Modern Language Journal 100:3  pp. 674 ff. DOI logo
LARSEN–FREEMAN, DIANE
2019. On Language Learner Agency: A Complex Dynamic Systems Theory Perspective. The Modern Language Journal 103:S1  pp. 61 ff. DOI logo

This list is based on CrossRef data as of 7 november 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.