{"title":"基于任务的学习:认知基础","authors":"P. Robinson, R. Gilabert","doi":"10.1002/9781405198431.WBEAL1143","DOIUrl":null,"url":null,"abstract":"Over the past thirty years, proposals for task-based language teaching (TBLT) have drawn on a variety of claims about, and research into, the cognitive processes thought to promote successful second language acquisition (SLA). \n \n \nKeywords: \n \ncognitive development; \nesl/efl; \npsycholinguistics; \nsecond language acquisition; \nsemantics; \ninteractionist language studies","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"40 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"Task‐Based Learning: Cognitive Underpinnings\",\"authors\":\"P. Robinson, R. Gilabert\",\"doi\":\"10.1002/9781405198431.WBEAL1143\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Over the past thirty years, proposals for task-based language teaching (TBLT) have drawn on a variety of claims about, and research into, the cognitive processes thought to promote successful second language acquisition (SLA). \\n \\n \\nKeywords: \\n \\ncognitive development; \\nesl/efl; \\npsycholinguistics; \\nsecond language acquisition; \\nsemantics; \\ninteractionist language studies\",\"PeriodicalId\":298589,\"journal\":{\"name\":\"The Encyclopedia of Applied Linguistics\",\"volume\":\"40 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-06-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Encyclopedia of Applied Linguistics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1002/9781405198431.WBEAL1143\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Encyclopedia of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/9781405198431.WBEAL1143","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Over the past thirty years, proposals for task-based language teaching (TBLT) have drawn on a variety of claims about, and research into, the cognitive processes thought to promote successful second language acquisition (SLA).
Keywords:
cognitive development;
esl/efl;
psycholinguistics;
second language acquisition;
semantics;
interactionist language studies
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