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Journal articles on the topic 'Tausk'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 March 2023

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1

Corcos, Maurice, and Gilles Agman. "Tausk." Le Carnet PSY N°235, no. 5 (2020): 20. http://dx.doi.org/10.3917/lcp.235.0020.

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2

Arce Ross, German. "Le suicide maniaque de Victor Tausk." Cliniques méditerranéennes 66, no. 2 (2002): 155. http://dx.doi.org/10.3917/cm.066.0155.

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3

ROAZEN, PAUL. "Returning to the Work of Tausk." American Journal of Psychiatry 152, no. 9 (September 1995): 1405—a—1406. http://dx.doi.org/10.1176/ajp.152.9.1405-a.

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4

Dorgeuille, Claude. "À propos du texte de Victor Tausk." La revue lacanienne 4, no. 4 (2007): 119. http://dx.doi.org/10.3917/lrl.074.0119.

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5

Tréhel, Gilles. "Victor Tausk (1879-1919) et la médecine militaire." L'information psychiatrique 82, no. 3 (2006): 239. http://dx.doi.org/10.3917/inpsy.8203.0239.

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6

Oliveira, Luiz Eduardo Prado de. "O inconsciente freudiano entre Lou-Andréas Salomé e Victor Tausk." Ágora: Estudos em Teoria Psicanalítica 8, no. 2 (December 2005): 237–54. http://dx.doi.org/10.1590/s1516-14982005000200005.

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O presente artigo trata de "O inconsciente", texto metapsicológico escrito por Freud em 1915. Viso, aqui, indicar as diferentes abordagens e fontes que o influenciaram na elaboração deste conceito, assim como os impasses que precisou resolver e a importância da transferência no âmbito da clínica e da teoria. Discutirei cada um dos sete capítulos do referido trabalho.
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7

Kirkwood, Jeffrey West. "The Cinema of Afflictions." October 159 (January 2017): 37–54. http://dx.doi.org/10.1162/octo_a_00281.

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Viktor Tausk was an early member of the Vienna Psychoanalytic Society whom Freud described as “clever and dangerous.” In his now famous paper „On the Origin of the ‘Influencing Machine’ in Schizophrenia,” Tausk discussed a rare variant of schizophrenia in which patients hallucinated persecution by a mysterious cinematographic machine. As Kirkwood argues, the paper surreptitiously offered the first psychoanalytic theory of film by explaining how a machine-and particularly an image-machine-could produce conditions of subjective identification, even if only in cases of extreme pathology. This was a threatening proposal to Freudian orthodoxy, as it not only drew an analogy between psychoanalysis and the cinema, which had long remained a forbidden object for members of Freud's circle but also seemed to resolve, at least partially, the long-standing agon between the psychophysiological apparatus and the symbolic operations of the ego.
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8

Tréhel, Gilles. "Victor Tausk (1879-1919) : une théorisation sur les psychoses de guerre." Perspectives Psy 50, no. 2 (April 2011): 162–75. http://dx.doi.org/10.1051/ppsy/2011502162.

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9

DOMAŃSKI, CEZARY W. "ZNACZĄCY EPIZOD. VIKTOR TAUSK W LUBLINIE I JEGO BADANIA NAD PSYCHOZAMI WOJENNYMI." Studia Psychologica 16, no. 1 (February 16, 2017): 23. http://dx.doi.org/10.21697/sp.2016.16.1.02.

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Viktor Tausk, austriacki prawnik, literat i lekarz, związał się z ruchem psychoanalitycznym w pierwszej dekadzie XX wieku. Jesienią 1909 roku został członkiem Wiedeńskiego Towarzystwa Psychoanalitycznego. Uczestniczył w spotkaniach środowych z Sigmundem Freudem i innymi pionierami psychoanalizy. Po wybuchu I wojny światowej został zmobilizowany w stopniu oficerskim. Służył jako lekarz psychiatra w armii austro-węgierskiej. Przez dziewięć miesięcy stacjonował w Lublinie. Wtedy to właśnie zebrał i przeanalizował materiał, który stanowił podstawę dwóch ważnych opracowań naukowych w jego dorobku: jedno z nich dotyczyło tak zwanej psychozy wojennej, drugie zaś – psychologii dezerterów.
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10

Rockwell, Marcel. "Le silence et l'intransmis. À partir de V. Tausk, symptôme et institution." Analyse Freudienne Presse 18, no. 1 (2011): 45. http://dx.doi.org/10.3917/afp.018.0045.

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11

Pessoa, Osvaldo, Olival Freire, and Alexis De Greiff. "The Tausk Controversy on the Foundations of Quantum Mechanics: Physics, Philosophy, and Politics." Physics in Perspective 10, no. 2 (June 2008): 138–62. http://dx.doi.org/10.1007/s00016-007-0347-1.

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12

Marini, Silvia, and Viviana Carola Velasco Martinez. "O narcisismo e a relação com a alteridade nas psicoses sob os olhares de Freud, Tausk e Federn." Revista Latinoamericana de Psicopatologia Fundamental 22, no. 2 (June 2019): 298–313. http://dx.doi.org/10.1590/1415-4714.2019v22n2p298.8.

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Este trabalho tem como objetivo analisar a relação ou o lugar da alteridade na dinâmica psíquica das psicoses a partir das ideias de Freud, sobretudo aquelas vinculadas ao conceito de narcisismo, e que influenciaram as teorias de Tausk e Federn, autores que se aventuraram no campo do estudo e tratamento das psicoses no momento em que o próprio pai da psicanálise dizia ser impossível. Deste estudo podemos concluir que a alteridade concreta se fez e se faz presente no psiquismo psicótico para os três autores, de modo que o conflito e o processo terapêutico implicam a existência e a relação com o outro.
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13

Decker, Michel, and Chloé Vassor. "La machine à influencer de Victor Tausk : un concept ancien pour un cas clinique contemporain." L'information psychiatrique 87, no. 10 (2011): 791. http://dx.doi.org/10.3917/inpsy.8710.0791.

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14

Cotti, Patricia. "Travelling the Path from Fantasy to History: The Struggle for Original History within Freud's Early Circle, 1908–1913." Psychoanalysis and History 12, no. 2 (July 2010): 153–72. http://dx.doi.org/10.3366/pah.2010.0003.

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Between 1908 and 1913, Freud and his disciples debated different theories of the origins of mankind, which Freud analysed in the context of his theory of neuroses. Wittels was the first of this group to present, in 1908, what Freud labelled a ‘fantasy’ on the subject. Wittels contemplated various prehistoric scenarios (such as a murder of the father by his children) which he postulated as potential explanations for the origin of man's conception of religion, law and state. Freud (1913) eventually conceived his own human prehistory which differed significantly from the ideas of Wittels and his other disciples (Jung, Tausk) and allowed him to claim he now held a ‘historical’ point of view that his disciples were missing.
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15

Augustyns, Annelies. "Deux diaristes à Breslau sous le Troisième Reich : Walter Tausk et Willy Cohn. Lecture et comparaison de leurs journaux intimes." Revue belge de philologie et d'histoire 97, no. 3 (2019): 995–1014. http://dx.doi.org/10.3406/rbph.2019.9333.

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16

Johansson, Elof D. B. "Pharmacology of the endocrine system and related drugs: Progesterone, progestational drugs and antifertility agents, volume II. Edited by M. Tausk." Acta Medica Scandinavica 195, no. 1-6 (April 24, 2009): 440. http://dx.doi.org/10.1111/j.0954-6820.1974.tb08167.x.

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17

Isaac, Michael T. "Sexuality, War and Schizophrenia: Collected Psychoanalytic Papers of Victor Tausk. Edited and introduced by Paul Roazen. New Jersey: Transaction Publishers. 1991. £24.95." British Journal of Psychiatry 160, no. 5 (May 1992): 725. http://dx.doi.org/10.1192/s0007125000124286.

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18

Dimitriadis, Yorgos. "L’appareil à influencer de Tausk et les concepts de la structure et de l’automatisme dans la psychiatrie et la psychanalyse de son temps." Annales Médico-psychologiques, revue psychiatrique 174, no. 8 (October 2016): 660–64. http://dx.doi.org/10.1016/j.amp.2015.10.025.

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19

Rabêlo, Fabiano Chagas, and Karla Patrícia Holanda Martins. "A Metapsicologia do Infamiliar e seu Lugar na Constituição Psíquica." Estudos e Pesquisas em Psicologia 21, no. 2 (July 15, 2021): 730–48. http://dx.doi.org/10.12957/epp.2021.61066.

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O artigo propõe discutir a inserção do Unheimliche no desenvolvimento do modelo de aparelho psíquico psicanalítico, relacionando-o com alguns conceitos metapsicológicos que o precederam e outros, posteriores, que se beneficiaram de sua influência. Para tanto, prioriza-se o tema da constituição psíquica na sua relação com as paramnésias. O conceito de narcisismo é trazido à baila para questionar as diferenças e semelhanças entre as definições de Infamiliar (Unheimliche) e estranhamento (Entfremdung). Comenta-se o conto de Borges O outro, o artigo freudiano Um distúrbio de memória na Acrópole e o texto de Tausk Ibsen, Der Apoteker para estabelecer um paralelo entre a ficção literária e as valências dos sentimentos de desrealização e dessubjetivação na clínica das neuroses. O conceito de fenômeno transicional de Winnicott e a problemática da alteridade que Lacan apresenta, em dois momentos de seu ensino, são debatidos a partir dos desdobramentos em torno do Infamiliar e da cisão do eu. Ao final, indaga-se o estatuto metapsicológico do Infamiliar como uma modalidade particular do retorno do recalcado, que mobiliza os limites do recalque primário, promovendo uma subversão temporária das fronteiras do Eu e da realidade, com consequências para pensarmos os modos diferenciais da constituição psíquica.
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20

Dufresne, Todd. "Psychoanalysis eats its own: or, the Heretical Saint Roazen." Psychoanalysis and History 9, no. 1 (January 2007): 93–109. http://dx.doi.org/10.3366/pah.2007.9.1.93.

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The author attempts a ‘Roazenesque’ interpretation of Paul Roazen's life and work, and situates his career vis-à-vis that of other revisionist critics of Freud. To these ends, the essay charts the highs and lows of Roazen's long career as a biographer-historian of psychoanalysis. His career is divided into four phases, the first of which is arguably the most important. It was also the most controversial, producing classic books on Victor Tausk and on Freud's followers. Roazen's later work fares less well, even undermining his standing among scholars. If there is a commonality to the work of all four phases, it is Roazen's fairly constant recourse to interviews he conducted in the mid-1960s with many people intimate with Freud. On the good side, these interviews provided him unique access to details about Freud's everyday life and practice. Roazen thus became known as the historian of the arcane detail. On the bad side, Roazen came to rely too heavily on these interviews and on his own singular role as interviewer. As a result his work became increasingly self-regarding and nostalgic, and thus less original, interesting, or discerning. His legacy is therefore mixed, although secure enough that future scholars will not easily ignore his contribution in a handful of good books.
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21

Gori, Roland. "A paixão da causalidade: uma fala em causa?,." Revista Latinoamericana de Psicopatologia Fundamental 1, no. 2 (June 1998): 59–84. http://dx.doi.org/10.1590/1415-47141998002004.

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Este artigo coloca a questão de saber de onde provém a neces- sidade de se buscarem causas psicológicas para o sofrimento e para a doença, transformando o pathos dessas experiências cruciais na busca de uma explicação aceitável pela razão. Partindo de fragmen- tos clínicos e da análise do texto de Tausk sobre "a gênese do apare- lho de influenciar" na esquizofrenia, o trabalho visa explicitar a especificidade da posição psicanalítica em relação às proposições psicológicas (por vezes influenciadas pela própria psicanálise), de caráter explicativo e "compreensivo", face a esta questão. Propõe-se que "a tendência causalista em psicanálise consti- tui uma resistência ao próprio método psicanalítico " e que é exigido do psicanalista um trabalho particular de luto consistindo na re- núncia a pretensão aos sentidos estabelecidos de uma vez por todas em benefício de se admitir, a partir do contexto da situação psicana- lítica, que podemos "sofrer sem razão" e que nosso pensamento se forma "do encontro de nosso desejo com alguns fragmentos, retos de palavras e de fonemas". Conclui-se que a necessidade de se encontrar causas psicoló- gicas para o sofrimento decorre da própria experiência originária de aquisição da linguagem, tempo mítico durante o qual um único aparelho de linguagem funcionou para dois corpos, fundador da relação desnaturada do ser humano com seu próprio corpo, para a qual o eu busca - desesperadamente - uma explicação definitiva.
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22

Tausenfreund, Tim, Jana Knot-Dickscheit, Erik J. Knorth, and Hans Grientens. "De leefsituatie als explanans en explanandum bij multiprobleemgezinnen. Een vergelijkende conceptuele analyse van hulpverleningsperspectieven in Duitsland en Nederland." Pedagogiek 32, no. 3 (December 1, 2012): 251–71. http://dx.doi.org/10.5117/ped2012.3.taus.

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23

Van den Branden, Kris, and Koen Van Gorp. "Introducing TASK." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 1–10. http://dx.doi.org/10.1075/task.00001.pre.

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24

Ellis, Rod. "Options in a task-based language-teaching curriculum." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 11–46. http://dx.doi.org/10.1075/task.00002.ell.

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Abstract I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.
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Gurzynski-Weiss, Laura. "A conversation between task-based researchers, language teachers, and teacher trainers." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 138–49. http://dx.doi.org/10.1075/task.00007.wei.

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Van Gorp, Koen. "Blue-sky thinking about TBLT." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 127–37. http://dx.doi.org/10.1075/task.00006.gor.

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Frijns, Carolien, and Kris Van den Branden. "Unlocking the power of productive classroom talk for early second language acquisition." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 71–99. http://dx.doi.org/10.1075/task.00004.fri.

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Abstract This study investigates whether participation in classroom interaction and a specific type of affective priming using parents’ pictures had positive effects on ethnic minority children’s L2 vocabulary acquisition. A quasi-experimental study was set up in which preschoolers-at-risk were engaged in a task-based intervention with different types of affective priming while they were participating in, or overhearing, classroom interaction in the L2. The results of the study indicated significant main effects of (1) the children’s prior proficiency in the second language and (2) their participation in productive classroom interaction on their vocabulary acquisition. A significant interaction effect was found for overhearing and school disliking. For affective priming, no significant effects were found. This present study provides evidence that both participating in, and overhearing, productive classroom talk are powerful ways to boost young children’s L2 vocabulary acquisition.
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Loewen, Shawn, and Masatoshi Sato. "Exploring the relationship between TBLT and ISLA." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 47–70. http://dx.doi.org/10.1075/task.00003.loe.

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Abstract The relationship between task-based language teaching (TBLT) and instructed second language acquisition (ISLA) is a close one. Both are concerned primarily with facilitating the development of second language (L2) learners’ linguistic proficiency. This article begins by providing a brief description of both terms. TBLT has been described as an approach to language teaching, comprised primarily of a needs analysis, development of meaning-focused instructional materials, and assessment. The central construct is the task, which provides opportunities for learners to use their own linguistic resources as they engage in meaning-focused interaction. In contrast, ISLA is a research field encompassing multiple approaches to L2 teaching and learning, based on various theoretical perspectives. As such, ISLA includes TBLT, especially as both have a particular interest in the cognitive-interactionist approach to L2 instruction. Differences between the two terms include a focus on explicit instruction in ISLA that is not present in most versions of TBLT. In addition, ISLA does not constitute an all-encompassing curricular approach to L2 instruction. Finally, ISLA has been less focused on needs analyses and assessment in comparison to TBLT. This article ends with a consideration of areas of mutual concern, as well as perspectives from each that might benefit the other.
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Duong, Phuong Thao, Maribel Montero Perez, Piet Desmet, and Elke Peters. "Learning vocabulary in spoken input- and output-based tasks." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 100–126. http://dx.doi.org/10.1075/task.00005.duo.

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Abstract This experimental study explores the differential effects of spoken input-based and output-based tasks on vocabulary knowledge. The study also investigates whether such tasks result in more learning gains than exposure to input-only (no subsequent task). The study employed a pretest-posttest design with two groups: an experimental group (n = 32) who completed both input- and output-based tasks in a counterbalanced way and a comparison group (n = 12) who were only exposed to L2 input. Vocabulary gains were measured at three levels of sensitivity: oral spontaneous use, oral form recall and meaning recall. The findings showed that participants who were only exposed to L2 input learned significantly fewer words than participants who completed the input-based and output-based tasks. No difference in learning gains was found between the input-based and output-based tasks.
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Loewen, Shawn. "Functional adequacy, task-based language teaching and instructed second language acquisition." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 1 (June 20, 2022): 137–45. http://dx.doi.org/10.1075/task.21007.loe.

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Abstract This commentary synthesizes the five articles in Kuiken and Vedder’s special issue on functional adequacy in linguistic performance. The commentary considers the different scales that were used to measure functional adequacy, as well as the relationship between functional adequacy and other measures of linguistic performance such as complexity, accuracy, and fluency. The commentary also considers how functional adequacy might be usefully incorporated more frequently into studies from a task-based language teaching or instructed second language acquisition perspective, both as pedagogical instruction and as a means of measuring linguistic development.
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González-Lloret, Marta. "The present and future of functional adequacy." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 1 (June 20, 2022): 146–58. http://dx.doi.org/10.1075/task.21008.gon.

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Abstract The concept of Functional Adequacy (FA) proposed by Kuiken and Vedder, and the research conducted by the authors in this special issue is pushing the field of Task- Based Language Teaching (TBLT) and Task-Based Language Assessment (TBLA) towards a more inclusive understanding of what it means to perform a task successfully. In addition, the idea of FA is an important contribution not just for assessment but for research on L2 pragmatic learning through tasks. As demonstrated by the authors in this special issue, the FA rating scale is a reliable and easy-to-use tool. And as I argue, the rating scale can be expanded to assess interactional tasks and tasks mediated by technology, and that has repercussion for practice in the language classroom as well as for research in the fields of TBLT, TBLA, and L2 Pragmatics.
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Ekiert, Monika, Andrea Révész, Eivind Torgersen, and Emily Moss. "The role of pausing in L2 oral task performance." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 1 (June 20, 2022): 33–59. http://dx.doi.org/10.1075/task.21013.eki.

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Abstract Studies of L2 oral task performance report fluency as critical for functional adequacy, with pausing behaviors emerging as strong predictors of functionally adequate speech. The present study investigated the extent to which the type and location of pausing is related to functional adequacy. Oral performances on two tasks by 40 L2 speakers of English at four proficiency levels were rated on a functional adequacy scale and analyzed for type of pausing, silent and filled at mid- or end-clause location. The study found significant relationships between functional adequacy and the frequency of end-clause pauses in L2 speech. We interpreted this finding as suggesting that breakdowns in message conceptualization play a role in how the functional adequacy of L2 speech is construed by the listeners.
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Kuiken, Folkert, and Ineke Vedder. "The assessment of functional adequacy in language performance." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 1 (June 20, 2022): 1–7. http://dx.doi.org/10.1075/task.21009.kui.

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34

Nuzzo, Elena, and Giuseppe Bove. "Exploring the pedagogical use of the rating scale for functional adequacy in L1 writing instruction." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 1 (June 20, 2022): 115–36. http://dx.doi.org/10.1075/task.21011.nuz.

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Abstract This study aims to investigate whether a short training, during which a group of native Italian university students used the scale for Functional Adequacy (FA) developed by Kuiken and Vedder (2017) to assess texts written by their peers and their own texts, lead them to improve their L1 writing skills. The participants were assigned to an experimental (N = 15) and a control group (N = 15). A pre-test / treatment / post-test design was adopted. Results showed that the participants in the experimental condition benefited from the instructional treatment, but the gains they had in comparison to the control group were not statistically significant.
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35

Pallotti, Gabriele. "Holistic and analytic assessment of functional adequacy." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 1 (June 20, 2022): 85–114. http://dx.doi.org/10.1075/task.21014.pal.

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Abstract This study looks at the correlation between functional adequacy (FA), holistically assessed, and analytic linguistic measures, in a corpus of texts written by Italian monolingual and multilingual primary school pupils. Texts were first evaluated using the FA rating scales by Kuiken and Vedder (2017, 2018), plus one for Coherence & Cohesion from the CEFR (Council of Europe, 2001′). They were then coded for a number of features directly bearing on FA and its subdimensions. Results show correlations between holistic scores and analytic measures, such as those between Content and the number of words or secondary idea units (r = .59 / .65). Others were less strong, yet going in the expected direction, e.g. more ambiguous referential expressions were negatively correlated to Comprehensibility. Correlations were generally stronger for monolingual than for multilingual children.
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Strobl, Carola, and Kristof Baten. "Assessing writing development during study abroad." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 1 (June 20, 2022): 60–84. http://dx.doi.org/10.1075/task.21010.str.

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Abstract In research about second language (L2) development during study abroad (SA), writing is underrepresented. This is partly due to the difficulty of designing adequate tasks and measures to gauge writing development during a short immersion period. Our study explores the applicability of a narrative task assessed in terms of both linguistic complexity, accuracy, and fluency (CAF) and functional adequacy (FA), a novelty in SA writing research. Texts written by 30 advanced students of L2 German before and after SA were analysed. The results show moderate correlations between the measures for fluency and lexical variation and two FA dimensions. This suggests that, in the SA context, CAF and FA develop together to a certain extent, although the constructs are conceptually different.
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Gu, Qianqian. "Impact of task preparedness on L2 oral performance and strategy use." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 196–226. http://dx.doi.org/10.1075/task.20020.gu.

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Abstract The present study sets out to explore the effects of pre-task planning and unpressured on-line planning on L2 learners’ oral performance and their choices of planning strategies in a dialogic task condition. Forty-eight intermediate Chinese EFL learners were invited to perform the task and were then assigned to four groups, each with a different planning condition. Complexity, accuracy, and fluency of their oral production were measured. Results indicated that in the dialogic task condition, unpressured on-line planning raised syntactic complexity. Strikingly, pre-task planning did not improve L2 performance in all dimensions. Additionally, a trade-off effect was found between complexity and accuracy. Retrospective interviews were conducted to explore strategies employed by the participants and their perceptions of task preparedness. Results showed that the participants preferred to use metacognitive strategies and social/affective strategies in the dialogic task. Both advantages and limitations were identified by the participants regarding different planning conditions.
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38

Norris, John M. "The Long road to TBLT." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 162–83. http://dx.doi.org/10.1075/task.21015.nor.

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Abstract Michael H. Long was one of the earliest proponents of task-based language teaching, and his groundbreaking work on multiple dimensions of the proposal helped establish TBLT as a fertile locus for innovation at the intersection of research and practice. His work on TBLT over four decades led the way to robust research programs on syllabus design, needs analysis, methodological principles for teaching, pedagogic procedures including focus on form and negative feedback, task-based assessment, and program evaluation, among others. This article provides a review of some of Long’s major contributions to TBLT, addressing not only the theoretical and empirical aspects of his work but also the implementation of his ideas in practice and a few associated challenges.
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Gurzynski-Weiss, Laura. "Let’s talk tasks." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 289–301. http://dx.doi.org/10.1075/task.00012.gur.

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Révész, Andrea. "Exploring task-based cognitive processes." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 266–88. http://dx.doi.org/10.1075/task.21017.rev.

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Abstract This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective (dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological recommendations are provided for future cognitively-oriented TBLT research.
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Márquez, Daniel, and Júlia Barón. "Effects of task complexity on L2 suggestions." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 227–65. http://dx.doi.org/10.1075/task.20007.mar.

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Abstract This exploratory study aims at determining whether increased task complexity affects performance of second language (L2) pragmatics. 34 Spanish learners of English as a foreign language (EFL) undertook simple and complex interactive tasks targeting the speech act of suggesting. Although previous analyses of learner-learner interaction have demonstrated that increasing the cognitive load of a task may affect the number of speech acts in conversation, not enough evidence to support this premise was found. In addition, the assessment of suggestions as provided by native speakers of American English shows that increased task complexity along number of elements, social distance, and degree of imposition is likely to promote accuracy and complexity of pragmatic moves without making L2 learners trade off either accuracy or complexity. Pedagogical implications in the fields of L2 pragmatics and task-based language teaching (TBLT) are further discussed.
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Doughty, Catherine J. "The Long TBLT Journey." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 155–61. http://dx.doi.org/10.1075/task.00010.dou.

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Abstract In this piece, I trace Task-Based Language Teaching from Mike Long’s original conceptualization in 1985, through his development of methodological principles that are based on SLA theory and empirical evidence he gathered for three and half decades, to two recent (2010, 2015) practical examples of TBLT. Since there is still some important work to be done on remaining tricky issues, I highlight a few of these (unresolved in instructed SLA), such as sequencing according to complexity and the resilience of implicit processing mechanisms in adult language learning. In resolving these and other issues that will no doubt arise, I urge us all to follow Mike’s scrupulous lead in holding ourselves accountable to the empirical evidence.
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Van den Branden, Kris, and Kris Van den Branden. "Engineering TBLT." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 184–95. http://dx.doi.org/10.1075/task.00011.gor.

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Branden, Kris Van den, and Koen Van Gorp. "Preface." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 2 (December 16, 2021): 151–54. http://dx.doi.org/10.1075/task.00009.pre.

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Guchte, Marrit van de, Eline van Batenburg, and Daphne van Weijen. "Enhancing target language output through synchronous online learner-learner interaction." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 218–47. http://dx.doi.org/10.1075/task.21003.guc.

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Abstract In this study, we compared the impact of audio-, video-, and text-chat interaction on target language use during online learner-learner interaction and on learner affect amongst adolescent learners of German as a foreign language. Repeated measures and ANOVA analyses revealed a high percentage of target language output in all conditions for all four tasks, especially in text- chat. Audio-chatters produced the most output and used the most meaning negotiation, compensation strategies, self-repair and other-repair strategies. Learners in all conditions gained in enjoyment, willingness to communicate and self-efficacy. Anxiety reduced for text-chatters. Task effects partly determined the quantity of L2 output, while condition effects determined meaning-oriented and form-focused processing.
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Leeming, Paul, and Justin Harris. "Self-Determination theory and tasks." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 164–83. http://dx.doi.org/10.1075/task.21024.lee.

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Abstract Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.
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Sasayama, Shoko, and John M. Norris. "Designing speaking tasks for different assessment goals." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 184–217. http://dx.doi.org/10.1075/task.21020.sas.

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Abstract This study explored the role of cognitive task complexity in designing speaking assessment tasks. A sample of 120 English learners at different proficiency levels engaged in four narrative tasks with distinct levels/types of cognitive complexity. Performances were assessed using linguistic measures and a task accomplishment rubric. Findings revealed that one of the middle-complexity tasks with moderate intrinsic, moderate germane, and low extraneous complexity elicited the best linguistic performances overall, while the lowest complexity task elicited the highest task accomplishment ratings. Focusing on distinguishing among learner abilities, however, the highest complexity task demonstrated the best discrimination. Cognitive task complexity was also found to moderate the relationship between task accomplishment ratings and linguistic measures. Implications for research into task design, learner performance, and assessment purpose are considered.
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Van Gorp, Koen, and Kris Van den Branden. "TBLT in context." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 269–85. http://dx.doi.org/10.1075/task.00015.int.

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Jing, Yixuan, Jonathan Newton, and Zhiyuan Jing. "A case study of curriculum aspirations and classroom realities for TBLT in a remote rural secondary school in Northwestern China." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 248–68. http://dx.doi.org/10.1075/task.21018.jin.

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Abstract School children in China’s remote Northwestern region are generally from poor farming villages where English language education presents significant challenges, particularly since the implementation of China’s 2001 English curriculum innovation requiring tasked-based language teaching (TBLT). This one-month field study, set in a typical rural secondary school, investigated the degree to which the curriculum aspirations for TBLT were reflected in classroom practices in the school. Participants were ten 7th-grade teachers of English. Data included lesson observations, interviews, and field journals. Findings showed that classroom practices did not conform to the principles of TBLT, though some efforts in using task-like activities were observed. The contributing factors influencing classroom practices were multifaceted with teacher education the most salient. This result indicates that teacher preparation for TBLT needs to be tailored for the rural context if it is to have any chance of gaining a foothold in this context.
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Van den Branden, Kris, and Koen Van Gorp. "Preface." TASK / Journal on Task-Based Language Teaching and Learning 2, no. 2 (December 31, 2022): 159–63. http://dx.doi.org/10.1075/task.00014.pre.

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