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Language Output, Communication Strategies, and Communicative Tasks

In the Chinese Context

Cynthia Lee

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. Lee's study contributes to research on L2 acquisition and casts light on task-based learning and pedagogy in Hong Kong classrooms and beyond. English language teaching practitioners, researchers, and applied linguists will find special value in this book.
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University Press of America
Pages: 168 • Trim: 6 x 9
978-0-7618-2886-0 • Paperback • February 2005 • $52.99 • (£41.00)
Subjects: Language Arts & Disciplines / General
Cynthia Lee is Assistant Professor in the Language Centre at Hong Kong Baptist University. Lee holds a Ph.D. in Language in Education from the University of London.
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

Language Output, Communication Strategies, and Communicative Tasks

In the Chinese Context

Cover Image
Paperback
Summary
Summary
  • 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. Lee's study contributes to research on L2 acquisition and casts light on task-based learning and pedagogy in Hong Kong classrooms and beyond. English language teaching practitioners, researchers, and applied linguists will find special value in this book.
Details
Details
  • University Press of America
    Pages: 168 • Trim: 6 x 9
    978-0-7618-2886-0 • Paperback • February 2005 • $52.99 • (£41.00)
    Subjects: Language Arts & Disciplines / General
Author
Author
  • Cynthia Lee is Assistant Professor in the Language Centre at Hong Kong Baptist University. Lee holds a Ph.D. in Language in Education from the University of London.
Table of Contents
Table of Contents
  • 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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