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      Srichamnong, N. 2010. Incidental Vocabulary Learning in Second Language Reading: The Effects of Word-Focused Activities.
      Supervisor(s): Bygate, M.
      Awarding institution: Lancaster University
      Summary: This study investigates incidental L2 vocabulary learning in a computer-mediated reading setting, with the aim of determining the effect on lexical retention of (a) computerised word-focused activities, (b) types of activities, (c) frequency of word encounters, and (d) distribution between repeated encounters.
      Thesis type: PhD
      Country of research: Thailand
      Learners' background: Thailand
      Institutional level: tertiary
      Entered by: Lancaster University (Linguistics and English Language)
      Abu Bakar, Z. 2010. Learners’ Perceptions of Alternative Types of Error Correction for Pronunciation Errors.
      Supervisor(s): Bygate, M.
      Awarding institution: Lancaster University
      Summary: The study explores students' perceptions of types of correction of pronunciation error. Using a video-mediated environment and semi-structured interviews, the study finds a preference for direct correction, and a sensitivity to embarrassment, and suggests ways in which software could be used to address students' concerns.
      Thesis type: PhD
      Country of research: Malaysia
      Learners' background: Malaysia
      Institutional level: tertiary
      Entered by: Lancaster University (Linguistics and English Language)
      Bygate, M. 2009. ‘Teaching and testing speaking’ in Handbook of Second and Foreign Language Teaching. New York: Blackwell, pp. 412-440
      Book editor(s): Long, M.H. and C.J. Doughty.
      ISBN: 978-1-4051-5489-5
      Summary: The chapter outlines the nature of the problem of developing and researching the teaching and testing of spoken second language development, with reference to the patterns of language, and their conditions of use.
      Entered by: Lancaster University (Linguistics and English Language)
      Bygate, M. and V. Samuda. 2009. ‘Creating pressure in task pedagogy: the joint roles of field, purpose and engagement within the interactional approach’ in Multiple Perspectives on Interaction. New York: Routledge, pp. 90-116
      Book editor(s): Mackey, A. and C. Polio.
      ISBN: 978-0-8058-6458-8
      Summary: Using two contrasting samples of recorded data, the chapter outlines the case for building on the interaction hypothesis to develop a more inclusive qualitative approach to the study of the nature and role of task-based interaction in language teaching.
      Entered by: Lancaster University (Linguistics and English Language)
      Bygate, M., J. Norris and K. Van den Branden. 2009. ‘Understanding TBLT at the interface between research and pedagogy’ in Task-based Language Teaching: A Reader. Amsterdam: Benjamins, pp. 496-499
      Book editor(s): Van den Branden, K., M. Bygate and J. Norris.
      ISBN: 978-90-272-0717-3
      Entered by: Lancaster University (Linguistics and English Language)
      Bygate, M. 2009. ‘Effects of task repetition on the structure and control of oral language’ in Task-based Language Teaching: A Reader. Amsterdam: Benjamins, pp. 249-274
      Book editor(s): Van den Branden, K., M. Bygate and J. Norris.
      ISBN: 978-90-272-0717-3
      Entered by: Lancaster University (Linguistics and English Language)
      Bygate, M. 2009. ‘TESOL and linguistics: where's the connection?’ in English Language and Linguistics: Structure and Use. London: Routledge, pp. 642-655
      Book editor(s): Culpeper, J., F. Katamba, P. Kerswill, R. Wodak and T. McEnery.
      ISBN: 978-1-4039-4590-7
      Summary: The chapter outlines the ways in which some of the fundamental questions about the nature of language, language use and development - such as the relationship between phonology, grammar, vocabulary and discourse, and context and development are relevant to understanding and investigating second language teaching and learning.
      Entered by: Lancaster University (Linguistics and English Language)
      Van den Branden, K., M. Bygate and J. Norris. 2009. ‘Task-based language teaching: introducing the reader’ in Task-based Language Teaching: A Reader. Amsterdam: Benjamins, pp. 1-13
      Book editor(s): Van den Branden, K., M. Bygate and J. Norris.
      ISBN: 978-90-272-0717-3
      Entered by: Lancaster University (Linguistics and English Language)
      Bygate, M. 2009. ‘Teaching the spoken foreign language’ in Handbooks in Applied Linguistics Vol. 5: Foreign Language Communication and Learning. Berlin: Mouton De Gruyter, pp. 401-438
      Book editor(s): Knapp, K. and B. Seidlhofer.
      ISBN: 978-3-11-018833-2
      Summary: The chapter provides a systematic account of the relationship between our current knowledge of the patterns and processes of spoken language use, and the design of materials and curricula for their development.
      Entered by: Lancaster University (Linguistics and English Language)
      Norris, J., M. Bygate and K. Van den Branden. 2009. ‘Introducing task-based language teaching’ in Task-based Language Teaching: A Reader. Amsterdam: Benjamins, pp. 15-19
      Book editor(s): Van den Branden, K., M. Bygate and J. Norris.
      ISBN: 978-90-272-0717-3
      Entered by: Lancaster University (Linguistics and English Language)