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    This document provides references for 6 works by Michael Long, a researcher who studied second language acquisition. The works cover topics like classroom interactions, focus on form in teaching methodology, and the role of group work in second language learning. They were published between 1989 and 1991 in journals and edited book chapters focused on language teaching and learning.

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    References

    Uploaded by

    giangmilk0812
    8 views1 page
    This document provides references for 6 works by Michael Long, a researcher who studied second language acquisition. The works cover topics like classroom interactions, focus on form in teaching methodology, and the role of group work in second language learning. They were published between 1989 and 1991 in journals and edited book chapters focused on language teaching and learning.

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    sach tham khao task based

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    This document provides references for 6 works by Michael Long, a researcher who studied second language acquisition. The works cover topics like classroom interactions, focus on form in teaching methodology, and the role of group work in second language learning. They were published between 1989 and 1991 in journals and edited book chapters focused on language teaching and learning.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as doc, pdf, or txt
    8 views1 page

    References

    Uploaded by

    giangmilk0812
    This document provides references for 6 works by Michael Long, a researcher who studied second language acquisition. The works cover topics like classroom interactions, focus on form in teaching methodology, and the role of group work in second language learning. They were published between 1989 and 1991 in journals and edited book chapters focused on language teaching and learning.

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    Long, M. H. (1989). Task, group, and task-group interactions. University of Hawai'i Working Papers in ESL, 8(2), 1-26.

    (Reprinted in S. Anivan Ed.),Language teaching methodology for the nineties, pp. 31-50, 1990, Singapore: SEAMEO Regional Language Center.) Long, M. H. (1990). The least a second language acquisition theory needs to explain. TESOL Quarterly, 24(4), 649-666. Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, D. Coste, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins. Long, M. H., & Crookes, G. (1987). Intervention points in second language classroom processes. In B. K. Das (Ed.), Patterns in classroom interaction in Southeast Asia (pp. 177-203). Singapore: Singapore University Press/RELC. Long, M. H., & Crookes, G. (in press). Units of analysis in syllabus design. In G. Crookes & S. M. Gass (Eds.), Tasks in language learning. Clevedon, England: Multilingual Matters. Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-227.

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