Task Sequencing and Instructed Second Language Learning

<p><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. <p/>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. <p/>Perspectives include <p/>-- 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</p>