Part of
Language Policy and Pedagogy: Essays in honor of A. Ronald Walton
Edited by Richard D. Lambert and Elana Shohamy
[Not in series 96] 2000
► pp. 179
Cited by (84)

Cited by 84 other publications

Ellis, Rod
2024. Rod Ellis's essential bookshelf: Focus on form. Language Teaching 57:2  pp. 246 ff. DOI logo
Orcasitas-Vicandi, María & Andrea Perales-Fernandez de-Gamboa
2024. Teaching English From a Culturally and Linguistically Sustaining Approach. In Transformative Intercultural Global Education [Advances in Educational Marketing, Administration, and Leadership, ],  pp. 333 ff. DOI logo
Zare, Javad, Mostafa Azari Noughabi & Ahmad Al-Issa
2024. The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study. ReCALL  pp. 1 ff. DOI logo
Baralt, Melissa
2023. Foundational Principles of Task-Based Language Teaching. ELT Journal 77:4  pp. 518 ff. DOI logo
Hardini, Isriani, Bruno Di Biase, Satomi Kawaguchi & Carol Reid
Haznedar, Belma
2023. Teaching and Assessment in Young Learners' Classrooms. In Handbook of Research on Perspectives in Foreign Language Assessment [Advances in Educational Technologies and Instructional Design, ],  pp. 136 ff. DOI logo
Kawaguchi, Satomi, Bruno Di Biase & Yumiko Yamaguchi
Luquin, María & María del Pilar García Mayo
2023. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Zare, Javad & Khadijeh Aqajani Delavar
2023. A Data-driven Learning Focus on Form Approach to Academic English Lecture Comprehension. Applied Linguistics 44:3  pp. 485 ff. DOI logo
Gombert, Wim, Merel Keijzer & Marjolijn Verspoor
2022. Structure-based Versus Dynamic Usage-based Instruction. Dutch Journal of Applied Linguistics 11 DOI logo
Gombert, Wim, Merel Keijzer & Marjolijn Verspoor
2024. Long-term effects of structure-based versus dynamic usage-based instructional programs for French. Journal of the European Second Language Association 8:1  pp. 18 ff. DOI logo
Grote, Ellen & Rhonda Oliver
2022. Chapter 12. A task-based needs analysis framework for TBLT. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14],  pp. 235 ff. DOI logo
Martínez Orozco, Javier
2022. De la L2 a la L1: una propuesta didáctica basada en la atención a la forma para la mejora de la competencia comunicativa en Secundaria. Contextos Educativos. Revista de Educación :29  pp. 171 ff. DOI logo
Rousse-Malpat, Audrey, Rasmus Steinkrauss, Martijn Wieling & Marjolijn Verspoor
2022. Communicative language teaching: Structure-Based or Dynamic Usage-Based?. Journal of the European Second Language Association 6:1  pp. 20 ff. DOI logo
GÜMÜŞ, Hüsnü
2021. Teaching Grammar through Form-Focused Instruction: The Case of Teaching Modal Verbs to Turkish EFL Learners. Journal of Language Research 5:1  pp. 1 ff. DOI logo
Kim, Hyunwoo & Yangon Rah
2021. Applying Constructionist Approaches to Teaching English Argument Structure Constructions to EFL Learners. TESOL Quarterly 55:2  pp. 568 ff. DOI logo
Payant, Caroline & Gabriel Michaud
2021. La conceptualisation de la tâche en didactique des langues secondes : l’enseignement des langues basé sur la tâche et l’approche actionnelle. La Revue de l’AQEFLS 33:1  pp. 4 ff. DOI logo
Rousse-Malpat, Audrey, Lise Koote, Rasmus Steinkrauss & Marjolijn Verspoor
2021. Parlez-vous francais?Effects of structure-based versus dynamic-usage-based approaches on oral proficiency. Language Teaching Research  pp. 136216882110402 ff. DOI logo
Taskiran, Ayse & Mujgan Yazici
2021. Formative Feedback in Online Distance Language Learning. In Motivation, Volition, and Engagement in Online Distance Learning [Advances in Mobile and Distance Learning, ],  pp. 100 ff. DOI logo
Walker-Morrison, Deborah, Gabriella Brussino & Nicola Gilmour
2021. Best of Both Worlds? Developing Integrative Blended Learning for Beginners French, Italian and Spanish at Tertiary Level in Aotearoa/New Zealand. In Language Learning in Anglophone Countries,  pp. 359 ff. DOI logo
Chen, Yi-Mei
2020. How a Teacher Education Program Through Action Research Can Support English as a Foreign Language Teachers in Implementing Communicative Approaches: A Case From Taiwan. SAGE Open 10:1  pp. 215824401990016 ff. DOI logo
Gonzalves, Lisa
2020. Emergent Literacy Development in Adult L2 Learners. In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms [Advances in Educational Technologies and Instructional Design, ],  pp. 41 ff. DOI logo
Gonzalves, Lisa
2021. Development and demonstration of metalinguistic awareness in adult ESL learners with emergent literacy. Language Awareness 30:2  pp. 134 ff. DOI logo
Gonzalves, Lisa
2021. Emergent Literacy Development in Adult L2 Learners. In Research Anthology on Adult Education and the Development of Lifelong Learners,  pp. 1135 ff. DOI logo
Herlinawati, Ali Saukah, Nur Mukminatien, Uzlifatul Masruroh Isnawati & Adolf Bastian
Ji, Yi & Thanh Pham
2020. Implementing task-based language teaching (TBLT) to teach grammar in English classes in China: using design-based research to explore challenges and strategies. Innovation in Language Learning and Teaching 14:2  pp. 164 ff. DOI logo
Mackey, Alison
2020. Interaction, Feedback and Task Research in Second Language Learning, DOI logo
Villarreal, Izaskun & Nora Gil-Sarratea
2020. The effect of collaborative writing in an EFL secondary setting. Language Teaching Research 24:6  pp. 874 ff. DOI logo
Wang, Qiao
2020. The Role of Classroom-Situated Game-Based Language Learning in Promoting Students' Communicative Competence. International Journal of Computer-Assisted Language Learning and Teaching 10:2  pp. 59 ff. DOI logo
Bahari, Akbar
2019. The impact of applying the FonF practice model on developing L2 listening and speaking with a focus on intentional and incidental vocabulary acquisition in CALL context. Revista de Lingüística y Lenguas Aplicadas 14:1  pp. 45 ff. DOI logo
Han, ZhaoHong & Hossein Nassaji
2019. Introduction: A snapshot of thirty-five years of instructed second language acquisition. Language Teaching Research 23:4  pp. 393 ff. DOI logo
Montealegre Ramón, Félix
2019. Exploring the learning potential of models with secondary school EFL learners. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32:1  pp. 155 ff. DOI logo
Shabani, Karim & Somayeh Hosseinzadeh
2019. A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing. Innovation in Language Learning and Teaching 13:1  pp. 76 ff. DOI logo
Álvarez, Carlos Fernando Dimeo
2019. Teach to Teach the Language. In Engaging Teacher Candidates and Language Learners With Authentic Practice [Advances in Higher Education and Professional Development, ],  pp. 103 ff. DOI logo
Han, ZhaoHong
2018. Task-Based Learning in Task-Based Teaching: Training Teachers of Chinese as a Foreign Language. Annual Review of Applied Linguistics 38  pp. 162 ff. DOI logo
2018. Promoting Grammatical Development Through Textually Enhanced Captions: An Eye‐Tracking Study . The Modern Language Journal 102:3  pp. 557 ff. DOI logo
Lee, Minjin & Andrea Révész
Ortega, Samuel A. Navarro
2017. Conclusion. In Comprehending and Speaking about Motion in L2 Spanish,  pp. 187 ff. DOI logo
Barrot, Jessie
2016. Implementing Task-Based Language Teaching in ESL Classrooms. SSRN Electronic Journal DOI logo
Dolgova Jacobsen, Natalia
2016. The Best of Both Worlds: Combining Cognitive Linguistics and Pedagogic Tasks to Teach English Conditionals. Applied Linguistics  pp. amw030 ff. DOI logo
Roos, Jana
2016. Acquisition as a gradual process. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5],  pp. 121 ff. DOI logo
Villacañas de Castro, Luis S.
2016. Formulating ‘principles of procedure’ for the foreign language classroom: a framework for process model language curricula. Journal of Curriculum Studies 48:3  pp. 367 ff. DOI logo
Long, Michael H.
2015. First Person Singular: Building the road as we travel. Language Teaching 48:4  pp. 561 ff. DOI logo
Tolosa, Constanza, Martin East & Helen Villers
2015. Motivating Twenty-First-Century Learners: The Impact of an Online Reciprocal Peer-Tutoring Initiative for Foreign Language Learning. In Motivation, Leadership and Curriculum design,  pp. 137 ff. DOI logo
Amaral, Luiz & Tom Roeper
2014. Multiple Grammars and Second Language Representation. Second Language Research 30:1  pp. 3 ff. DOI logo
Nitta, Ryo & Kyoko Baba
2014. Task repetition and L2 writing development. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 107 ff. DOI logo
Nourdad, Nava & Elnaz Tim Aghayi
2014. Focus on Form in Teaching Passive Voice of Different Tenses. Procedia - Social and Behavioral Sciences 98  pp. 1400 ff. DOI logo
2014. Learning grammatical gender: The use of rules by novice learners. Applied Psycholinguistics 35:4  pp. 709 ff. DOI logo
Yang, Ping
2014. Back to basics: Cracking a nut in using English indefinite articles. English Today 30:4  pp. 28 ff. DOI logo
Pawlak, Mirosław
2013. Principles of Instructed Language Learning Revisited: Guidelines for Effective Grammar Teaching in the Foreign Language Classroom. In Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching [Second Language Learning and Teaching, ],  pp. 199 ff. DOI logo
East, Martin
2012. Addressing the intercultural via task-based language teaching: possibility or problem?. Language and Intercultural Communication 12:1  pp. 56 ff. DOI logo
East, Martin
2015. Taking communication to task – again: what difference does a decade make?. The Language Learning Journal 43:1  pp. 6 ff. DOI logo
East, Martin
2015. Task-Based Teaching and Learning: Pedagogical Implications. In Second and Foreign Language Education,  pp. 1 ff. DOI logo
East, Martin
2017. Research into practice: The task-based approach to instructed second language acquisition. Language Teaching 50:3  pp. 412 ff. DOI logo
East, Martin
2017. Task-Based Teaching and Learning: Pedagogical Implications. In Second and Foreign Language Education,  pp. 85 ff. DOI logo
East, Martin
2021. Attending to Form in the Communicative Classroom. In Research Questions in Language Education and Applied Linguistics [Springer Texts in Education, ],  pp. 11 ff. DOI logo
East, Martin
2021. Language Learning in New Zealand’s Schools: Enticing Opportunities and Enduring Constraints. In Language Learning in Anglophone Countries,  pp. 19 ff. DOI logo
East, Martin
2022. Martin East's essential bookshelf: Task-based language teaching. Language Teaching  pp. 1 ff. DOI logo
East, Martin
2023. Task‐Based Language Teaching (TBLT) as a Pedagogical Framework. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Farsani, Hussein Muhammadi, Mansour Tavakoli & Ahmad Moinzadeh
2012. The effect of task-based instruction on the acquisition and use of English existential constructions by Iranian EFL learners. Innovation in Language Learning and Teaching 6:1  pp. 45 ff. DOI logo
Gurzynski‐Weiss, Laura & Andrea Révész
2012. Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction. Language Learning 62:3  pp. 851 ff. DOI logo
LEE, Sungjin, Hyungjong NOH, Jonghoon LEE, Kyusong LEE & Gary Geunbae LEE
2012. Foreign Language Tutoring in Oral Conversations Using Spoken Dialog Systems. IEICE Transactions on Information and Systems E95.D:5  pp. 1216 ff. DOI logo
Byram, Katra A.
2011. Using the Concept of Perspective to Integrate Cultural, Communicative, and Form-Focused Language Instruction. Foreign Language Annals 44:3  pp. 525 ff. DOI logo
East, Martin & Adèle Scott
2011. Assessing the Foreign Language Proficiency of High School Students in New Zealand: From the Traditional to the Innovative. Language Assessment Quarterly 8:2  pp. 179 ff. DOI logo
Lee, Sungjin, Hyungjong Noh, Jonghoon Lee, Kyusong Lee, Gary Geunbae Lee, Seongdae Sagong & Munsang Kim
2011. On the effectiveness of Robot-Assisted Language Learning. ReCALL 23:1  pp. 25 ff. DOI logo
Whyte, Shona
2011. Learning theory and technology in university foreign language education The case of French universities. Arts and Humanities in Higher Education 10:2  pp. 213 ff. DOI logo
Wible, D., A.L.-E. Liu & N.-L. Tsao
2011. A browser-based approach to incidental individualization of vocabulary learning. Journal of Computer Assisted Learning 27:6  pp. 530 ff. DOI logo
Lambert, Craig
2010. A task-based needs analysis: Putting principles into practice. Language Teaching Research 14:1  pp. 99 ff. DOI logo
Lee, Sungjin, Changgu Kim, Jonghoon Lee, Hyungjong Noh, Kyusong Lee & Gary Geunbae Lee
2010. 2010 IEEE Spoken Language Technology Workshop,  pp. 145 ff. DOI logo
Nassaji, Hossein
2010. The Occurrence and Effectiveness of Spontaneous Focus on Form in Adult ESL Classrooms. The Canadian Modern Language Review 66:6  pp. 907 ff. DOI logo
Hayashi, Atsuko
2009. Student Preconceptions of Japanese Language Learning in 1989 and 2004. Foreign Language Annals 42:4  pp. 673 ff. DOI logo
Niu, Ruiying
2009. Effect of task-inherent production modes on EFL learners' focus on form. Language Awareness 18:3-4  pp. 384 ff. DOI logo
Révész, Andrea
2009. TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT. Studies in Second Language Acquisition 31:3  pp. 437 ff. DOI logo
Eckerth, Johannes
2008. Investigating consciousness‐raising tasks: pedagogically targeted and non‐targeted learning gains. International Journal of Applied Linguistics 18:2  pp. 119 ff. DOI logo
2008. Incidental Focus on Form in University Spanish Literature Courses. The Modern Language Journal 92:1  pp. 53 ff. DOI logo
Korzilius, Hubert, Andreu van Hooft & Brigitte Planken 
2007. A Longitudinal study on intercultural awareness and Foreign Language acquisition in the Netherlands. Journal of Intercultural Communication 7:3  pp. 1 ff. DOI logo
Lorenzo, Francisco
2007. An Analytical Framework of Language Integration in L2 Content-based Courses: The European Dimension. Language and Education 21:6  pp. 502 ff. DOI logo
2007. Teachers' and Learners' Reactions to a Task‐Based EFL Course in Thailand. TESOL Quarterly 41:1  pp. 107 ff. DOI logo
de la Fuente, Maria J.
2006. Classroom L2 vocabulary acquisition: investigating the role of pedagogical tasks and form-focused instruction. Language Teaching Research 10:3  pp. 263 ff. DOI logo
Crawford, Jane
2004. Language Choices in the Foreign Language Classroom: Target Language or the Learners' First Language?. RELC Journal 35:1  pp. 5 ff. DOI logo
Mackey, Alison, Charlene Polio & Kim McDonough
2004. The relationship between experience, education and teachers’ use of incidental focus-on-form techniques. Language Teaching Research 8:3  pp. 301 ff. DOI logo
Doughty, Catherine J.
2003. Instructed SLA: Constraints, Compensation, and Enhancement. In The Handbook of Second Language Acquisition,  pp. 256 ff. DOI logo

This list is based on CrossRef data as of 22 june 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.