Selected References
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proficiency: Guidelines, Implementations, and Concepts, edited by Byrnes, H. and Canale,
pp.97-106.
Cohen, Andrew D. (1998). Strategies in learning and using a second language. Reading, MA: Addison
Wesley Longman Nunan, D. (1989). Designing tasks for the communicative classroom.
Cambridge: Cambridge University Press
Crookall, D. and Oxford, R. (1990). Simulation, gaming, and language learning. Boston:
Heinle/Thomson.
Ellis, R. (2003) Task-based language learning and teaching. Oxford: Oxford University Press.
Richards
Honeyfield, J. (1993). Responding to task difficulty. In M. Tickoo (Ed.), Simplification: Theory and
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Ikeda, M. and Takeuchi, O. (2000). Tasks and strategy use: Empirical implications for questionnaire
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Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge
University Press.
Pica, T., Kanagy, R. and Falodun, J. (1993). Choosing and using communication tasks for second
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Richards, J. and Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge:
Cambridge University Press.
Schraw, G., & Dennison, R. S. (1994). The effect of reader purpose on interest and recall. Journal of
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Tierney, R.J., Readence, J.E. and Dishner, E.R. (1999). Reading strategies and practices: A
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VanPaten, B. (1994). Evaluating the role of consciousness in SLA: terms, linguistic features, and
research methodology. AILA Review 11, 27-36.
Willis, J. (1996a). A flexible framework for task-based learning. In J. Willis and D. Willis (Eds.),
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Willis, J. (1998). Task-Based Learning: What Kind of Adventure? . Retrieved October 28, 2008 from
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