2009. ‘Researching task difficulty: towards understanding L2 proficiency’ in
Issues in Second Language Proficiency. London: Continuum, pp. 216-232
Book editor(s): Benati, A.
ISBN: 978-0-8264-3515-6
Summary: The prime purpose of this chapter is to put teachers’, learners’ and research perspectives of task difficulty (TD) together and to investigate whether teachers’ and learners’ perceptions of and criteria for TD are in line with the available research on TD.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Book editor(s): Benati, A.
ISBN: 978-0-8264-3515-6
Summary: The prime purpose of this chapter is to put teachers’, learners’ and research perspectives of task difficulty (TD) together and to investigate whether teachers’ and learners’ perceptions of and criteria for TD are in line with the available research on TD.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2009. ‘The development of vocabulary proficiency in relation to learning style’ in
Issues in Second Language Proficiency. London: Continuum, pp. 95-115
Book editor(s): Benati, A.
ISBN: 978-0-8264-3515-6
Summary: This chapter shows that analysis-oriented learners tend to be more consistent in their lexical development than memory-oriented learners who tend to show greater fluctuations. Lexical diversity and rarity are measured from learners’ written texts. Learners are categorised according to their strengths and weaknesses in visual memory of paired associates and grammatical sensitivity.
Country of research: United Kingdom
Learners' background: Germany
Institutional level: adult
Entered by: Kingston University (Faculty of Arts and Social Sciences)
Book editor(s): Benati, A.
ISBN: 978-0-8264-3515-6
Summary: This chapter shows that analysis-oriented learners tend to be more consistent in their lexical development than memory-oriented learners who tend to show greater fluctuations. Lexical diversity and rarity are measured from learners’ written texts. Learners are categorised according to their strengths and weaknesses in visual memory of paired associates and grammatical sensitivity.
Country of research: United Kingdom
Learners' background: Germany
Institutional level: adult
Entered by: Kingston University (Faculty of Arts and Social Sciences)
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