Second Language Task-Based Performance Theory, Research, Assessment

Second Language Task-Based Performance is the first book to synthesize Peter Skehan’s theoretical and empirical contributions all in one place. With three distinct themes explored in each section (theory, empirical studies, and assessment), Skehan’s influential body of work is organized in such a way that it provides an updated reflection on the material and makes it relevant to today’s researchers. Also in each section, an early publication is matched by at least one later publication, followed by a newly written commentary chapter, the combination of which provides the important function of offering a wider-ranging discussion. This book is an invaluable resource for researchers interested in second language task-based research or SLA more generally.

Chapter 1. The Road to This Book Section I. Theory Introduction to the section Chapter 2. A Framework for the Implementation of Task-Based Instruction. Chapter 3. Modelling second language performance: Integrating complexity, accuracy, fluency and lexis Chapter 4. Limited Attentional Capacity and Cognition: Two hypotheses regarding second language performance on tasks Chapter 5. Reflections on Theory Section II. Empirical Work Introduction to the section Chapter 6. The influence of planning on performance in task-based learning Chapter 7. Self-reported planning behaviour and second language performance in narrative retelling Chapter 8. Lexical Performance by Native and Non-native Speakers on Language-Learning Tasks Chapter 9. Reflections on Planning Research Chapter 10. Reflections on Empirical Research Section III. Testing and Assessment Introduction to the Section Chapter 11. Tasks and language performance Chapter 12. Models of speaking and the assessment of second language proficiency Chapter 13. Reflections on Assessment References Index

Peter Skehan is an Honorary Research Fellow at Birkbeck College, University of London, and has taught at universities in the UK, Hong Kong, and New Zealand. He is interested in second language acquisition, particularly task-based performance, language aptitude, and language testing. He is a recipient of the International Association of Task-Based Language Teaching Distinguished Achievement award.