This innovative book examines the relationship between foreign (L2) language acquisition and task-based learning from an output perspective, with a concentration on the learner's discourse and retrospection. Author Cynthia Lee explores this issue in an experimental context; with particular reference to Hong Kong Chinese tertiary learners of English.
This innovative book examines the relationship between foreign (L2) language acquisition and task-based learning from an output perspective, with a concentration on the learner's discourse and retrospection. Author Cynthia Lee explores this issue in an experimental context; with particular reference to Hong Kong Chinese tertiary learners of English.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Cynthia Lee, with a background in biotechnology, has dedicated over three decades to developing advancements in cancer therapeutics. As a past President and CEO, she's experienced leadership, but her real inspiration lies with her children and grandchildren. Their vivid imaginations and zest for life paved the way for her debut Children's Picture Book, Jazzy Jungle Shows Off. Now retired, Cynthia enjoys the sun and serenity of Florida alongside her supportive husband.
Inhaltsangabe
Chapter 1 List of Figures Chapter 2 Acknowledgments Chapter 3 Preface Chapter 4 Chapter One: Introduction Acquisition of L2 through Interaction in Natural and Classroom Contexts Chapter 5 Factors Facilitating Pushed Output or Stretching in Tasks Strategies in Interlanguage Communication and Development Chapter 6 Chapter Two: Chinese Learning Culture A Chinese Context- Hong Kong Task-Based Learning in Hong Kong Chapter 7 Chapter Three: Research Questions The Study Subjects' Profiles Task Types and Their Nature Coding Categories Data Collection Techniques Procedures Conventions of Transcription Categories Chapter 8 Chapter Four: Introduction Divergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discourse Structure Length of Turns Convergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discour Chapter 9 Chapter Five: Introduction Relationship Between Communicative Tasks and Discourse Structures Relationship Between Communicative Tasks and Strategy Use for L2 Acquisition Causal Relationship Between Communicative Tasks and Strategy Use Assisting Chapter 10 Chapter Six: Introduction Implications of the Study for Task-based Learning Theory Interdependence Relationship Between Task Types, Strategy Use and L2 Output Implications of the Study for L2 Acquisition Limitations of the Study Pedagogic Impli Chapter 11 Chapter Seven: Final Comment Appendices References Subject Index Author Index
Chapter 1 List of Figures Chapter 2 Acknowledgments Chapter 3 Preface Chapter 4 Chapter One: Introduction Acquisition of L2 through Interaction in Natural and Classroom Contexts Chapter 5 Factors Facilitating Pushed Output or Stretching in Tasks Strategies in Interlanguage Communication and Development Chapter 6 Chapter Two: Chinese Learning Culture A Chinese Context- Hong Kong Task-Based Learning in Hong Kong Chapter 7 Chapter Three: Research Questions The Study Subjects' Profiles Task Types and Their Nature Coding Categories Data Collection Techniques Procedures Conventions of Transcription Categories Chapter 8 Chapter Four: Introduction Divergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discourse Structure Length of Turns Convergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discour Chapter 9 Chapter Five: Introduction Relationship Between Communicative Tasks and Discourse Structures Relationship Between Communicative Tasks and Strategy Use for L2 Acquisition Causal Relationship Between Communicative Tasks and Strategy Use Assisting Chapter 10 Chapter Six: Introduction Implications of the Study for Task-based Learning Theory Interdependence Relationship Between Task Types, Strategy Use and L2 Output Implications of the Study for L2 Acquisition Limitations of the Study Pedagogic Impli Chapter 11 Chapter Seven: Final Comment Appendices References Subject Index Author Index
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