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"Ahmadian, Mohammad Javad"
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Recent perspectives on task-based language learning and teaching
The last three decades have witnessed a growth of interest in research on tasks from various perspectives and numerous books and collections of articles have been published focusing on the notion of task and its utility in different contexts. Nevertheless, what is lacking is a multi-faceted examination of tasks from different important perspectives. This edited volume, with four sections of three chapters each, views tasks and Task-based Language Teaching (TBLT) from four distinct (but complementary) vantage points. In the first section, all chapters view tasks from a cognitive-interactionist angle with each addressing one key facet of either cognition or interaction (or both) in different contexts (CALL and EFL/ESL). Section two hinges on the idea that language teaching and learning is perhaps best conceptualized, understood, and investigated within a complexity theory framework which accounts for the dynamicity and interrelatedness of the variables involved. Viewing TBLT from a sociocultural lens is what connects the chapters included in the third section. Finally, the fourth section views TBLT from pedagogical and curricular vantage points.
Book
Researching L2 task performance and pedagogy : in honour of Peter Skehan
This volume honours Peter Skehan's landmark contributions to research in Task-Based Language Teaching. It offers state-of-the-art reviews as well as cutting-edge new research studies, all reflective of key theoretical and methodological issues in current research, such as the role and nature of task complexity and the distinct dimensions of L2 task performance. Collectively, these chapters celebrate Professor Skehan's seminal influence on TBLT and second language acquisition research, and they bear witness to the sustained academic mentoring and collaboration that have characterised his career. Contributed both by senior academics and more recent participants in SLA and TBLT research, the chapters variously explore conceptual frameworks and methodological insights on central issues in TBLT research, theoretical debates, innovative research paradigms and methodologies, as well as practical pedagogical proposals. The book provides a wide-ranging and balanced account of Skehan's work and its impact on other researchers, serving as an introduction as well as a critical review for both seasoned and novice researchers and for interested practitioners.
eBook
The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production
This article reports on a study that was primarily aimed at investigating the effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in the oral production of learners of English as a foreign language (EFL). The effects of four planning and task repetition conditions (i.e. careful online planning without task repetition, pressured online planning with task repetition, careful online planning with task repetition, and pressured online planning without task repetition) on learners’ accuracy, complexity, and fluency in producing English language were investigated. Iranian intermediate-level EFL learners (n = 60) were randomly selected and assigned to the four task conditions. The results obtained from one-way ANOVAs revealed that the opportunity to engage simultaneously in careful online planning and task repetition enhances accuracy, complexity, and fluency significantly. The obtained results also have some implications for teachers and practitioners in EFL context.
Journal Article
Recent Perspectives on Task-Based Language Learning and Teaching
The series Trends in Applied Linguistics meets the challenges of the rapidly growing field of applied linguistics. In a very broad sense, applied linguistics is understoodby focusing on the application of theoretical linguistics to current problems arising in different contexts of human society. Given the interdisciplinary character of applied linguistics, the series includes cognitive, psycholinguistic, sociolinguistic and educational perspectives. The following topicsare included in the series: Second language acquisition and the acquisition of additional languages Bilingual and multilingual education Language planning and language policy Literacy skills Second/foreign language pedagogy Translation and interpretation Language for specific purposes Discourse analysis Language testing and assessment Child language Language and gender Pragmatics and rhetorics Corpus analysis Critical pedagogies Research methodology in applied linguistics Language and technology.
eBook
Working Memory Capacity and Self-Repair Behavior in First and Second Language Oral Production
This study explores the relationship between working memory capacity and self-repair behavior in first (L1) and second language (L2) oral production. 40 Iranian intermediate EFL learners participated in this study. Their working memory capacity was measured via a version of listening span test. The participants performed two oral narrative tasks, one in their L2 (English) and one in their L1 (Farsi). Then, they were asked to listen to their own narrations and comment on the repairs they made in their speech. Self-repairs were analyzed and categorized taking into account the participants’ stimulated recall comments. Results of the analyses pointed to positive correlations between the participants’ working memory capacity and self-repairs in the L2 but not in the L1. Also, results revealed that whereas in the case of L1, the participants effectuated different-information and appropriacy repairs more than error-repairs, in the case of L2 more error-repairs were made.
Journal Article
The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task-Based Careful Online Planning Condition
The study reported in this article aimed to investigate the way working memory capacity (WMC) interacts with careful online planning--a task-based implementation variable--to affect second language (L2) speech production. This issue is important to teachers, because it delves into one of the possible task-based implementation variables and thus could assist them in making empirically informed decisions in the classroom. It also bears significance for second language acquisition (SLA) researchers, in that it could help them test claims regarding the nature of interlanguages as well as the validity of speech production models that are essential in discussing the role and psycholinguistic functioning of planning in L2 performance and L2 acquisition. (Contains 2 tables.)
Journal Article
The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles
The purpose of the study reported in this article was twofold: First, to see whether guided careful online planning assists intermediate learners of English as a foreign language (EFL) in accurate oral production of English articles (an/a and the); and, second, to see whether guided careful online planning has any effects on global complexity and fluency of intermediate EFL learners’ oral language performance. Forty-five intermediate EFL learners were required to perform an oral narrative task under three planning conditions: guided careful online planning, unguided careful online planning, and pressured online planning (n = 15). Results pointed to the positive effects of guided careful online planning on the accurate production of English articles as well as the global complexity of language in learners’ speech. However, compared to pressured online planners, the global fluency of guided and unguided careful online planners was adversely affected.
Journal Article