[1] |
Firth A, Wagner J. On discourse, communication, and (some) fu ndamental concepts in SLA research[J]. The Modern Language Journal, 1997, 81(3 ): 285-300.
|
[2] |
Ellis R. Task-based research and language pedagogy[J]. Language Teachi ng Research, 2000, 4(3): 193-220.
|
[3] |
Gass S, Mackey A. Input, interaction and output[J]. AILA Review, 2006, 19: 3-17.
|
[4] |
Skehan P. Task-based instruction[J]. Language Teaching, 2003, 36: 1-1 4.
|
[5] |
Foster P, Skehan P. The influence of planning on performance in task-bas ed learning[J]. SSLA, 1996, 18: 299-324.
|
[6] |
Bygate M. Effects of task repetition: appraising the developing language of learners[M]//Challenge and Change in Language Teaching. Oxford: Macmillan, 1996: 136-146.
|
[7] |
Long M H. Native speaker/non-native speaker conversation and the negotia tion of comprehensible input[J]. Applied Linguistics, 1983, 4(2): 126-141.
|
[8] |
Dornyei Z, Kormos J. The role of individual and social variables in oral task performance[J]. Language Teaching Research, 2000, 4(3): 275-300.
|
[9] |
Laufer B, Hulstijn J. Incidental vocabulary acquisition in a second language: the construct of task-induced involvement[J]. Applied Linguistics, 2001, 22(1): 1-26.
|
[10] |
Craik F I M, Tulving E. Depth of processing and the retention of words in episodic memory[J]. Journal of Experimental Psychology: General, 1975, 104: 268-294.
|
[11] |
Huckin T, Coady J. Incidental vocabulary acquisition in a second language: a review[J]. SSLA, 1999, 21: 181-193.
|