Task Sequencing and Instructed Second Language Learning

<i>Task Sequencing and Instructed Second Language Learning</i> provides theoretical rationales for and empirical studies of the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences and both laboratory and classroom-based research into them are presented.<br/><br/>This is the first collection of so far under-researched studies on the effects of task sequencing framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing.<br/><br/>Perspectives include<br/><br/>-- laboratory-based and classroom-based research designs<br/>-- implications for teacher training<br/>-- laboratory and classroom research methods<br/>-- conversational interaction<br/>-- task sequencing and Task Based Language Teaching syllabus design