Let’s talk tasks

References

1. Ellis, R.
   (2003) Task-based language learning and teaching. Oxford.
   [Google Scholar]
2. Ellis, R.
   (2018) Reflections on task-based language teaching. 10.21832/ELLIS0131
   https://doi.org/10.21832/ELLIS0131 [Google Scholar]
3. Gurzynski-Weiss, L.IATBLT
   , & IATBLT (n.d). The TBLT Language Learning Task Bank. Oxford. https://tblt.indiana.edu
   [Google Scholar]
4. Michel, M.IATBLT
   (n.d.). Dating in Dutch: An argumentative task. InL. Gurzynski-Weiss & IATBLT. The TBLT Language Learning Task Bank. https://tblt.indiana.edu/tasks/details.html?id=50
   [Google Scholar]
5. Michel, M. C.
   (2011) Cognitive and interactive aspects of task-based performance in Dutch as a second language (Unpublished doctoral dissertation). University of Amsterdam.
6. Michel, M. C.
   (2011) Effects of task complexity and interaction on L2 performance. InP. Robinson. Second language task complexity: Researching the Cognition Hypothesis of language learning and performance, (141–173). John Benjamins. 10.1075/tblt.2.12ch6
   https://doi.org/10.1075/tblt.2.12ch6 [Google Scholar]
7. Michel, M., Kuiken, F., & Vedder, I.
   (2007) The influence of complexity in monologic versus dialogic tasks in Dutch L2. International Review of Applied Linguistics in Language Teaching (IRAL)45(3), pp.241–259. 10.1515/iral.2007.011
   https://doi.org/10.1515/iral.2007.011 [Google Scholar]
8. Michel, M. C., Kuiken, F., & Vedder, I.
   (2012) Task complexity and interaction:(Combined) effects on task-based performance in Dutch as a second language. EUROSLA Yearbook, 12(1), 164–190. 10.1075/eurosla.12.09mic
   https://doi.org/10.1075/eurosla.12.09mic [Google Scholar]
9. Michel, M. C.
   (2013) The use of conjunctions in cognitively simple versus complex oral L2 tasks. Modern Language Journal, 97(1), 178–195. 10.1111/j.1540‑4781.2013.01431.x
   https://doi.org/10.1111/j.1540-4781.2013.01431.x [Google Scholar]