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LitNet Akademies Jaargang 9(2), Augustus 2012 Brown, J.D. 2009. Foreign and second language needs analysis. In Long en Doughty (reds.) 2009. Council for Cultural Co-operation Education Committee Modern Languages Division, Strasbourg. 2001. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. Crookes, G. en S.M. Gass (reds.). 1993. Tasks in a pedagogical context. Clevedon: Multilingual Matters. Duran, G. en G. Ramaut. 2006. Tasks for absolute beginners and beyond: Developing and sequencing tasks at basic proficiency levels. In Van den Branden (red.) 2006. Ellis, R. 2003. Task-based language learning and teaching. Oxford: Oxford University Press. Foster, P., P. Tonkyn en G. Wigglesworth. 2002. Measuring spoken language: A unit for all reason. Applied Linguistics, 21(3):354–75. Garcia Mayo, M.P. 2000. English for specific purposes: Discourse analysis and course design. Bilbao: Servico Editorial, Universidad del Païs Vasco/Euskal. Garcia Mayo, M.P. (red.). 2007. Investigating tasks in formal language learning. Clevedon: Multilingual Matters. Gilabert, R. 2008. Manipulating task complexity: implications for task and syllabus design, production and acquisition. Toespraak gelewer op 18 April by ANELA in Leiden. https://www.surfgroepen.nl/sites/expertisecentrum-mvt/SharedDocuments/AbstractsAnela (10 Junie 2008 geraadpleeg). Housen, A. en F. Kuiken. 2009. Complexity, accuracy and fluency in second language acquisiton. Applied Linguistics, 30(4):461–73. Kuiken. F. en I. Vedder. 2004. De relatie tussen cognitieve taakcomplexiteit en linguïstische performance bij het schrijven in T1 en T2. Toegepaste Taalwetenschap in Artikelen, 72:23– 32. Larsen-Freeman, D. 2009. Adjusting expectations: the study of complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30(4):579–89. Long, M.H. 2005. Second language needs analysis. Cambridge: Cambridge University Press. Long, M.H. en G. Crookes. 1993. Units of analysis in syllabus design: The case for task. In Crookes en Gass (reds.) 1993. —. 2009. Three approaches to task-based syllabus design. In Van den Branden, Bygate en Norris (reds.) 2009. 649
LitNet Akademies Jaargang 9(2), Augustus 2012 Long, M.H. en C.J. Doughty (reds.). 2009. The handbook of language teaching. Chichester: Wiley-Blackwell Loschky, L. en R. Bley-Vroman. 1993. Grammar and task-based methodology. In Crookes en Gass (reds.) 1993. Michel, M.C. 2011. Cognitive and interactive aspects of task-based performance in Dutch as a second language. Oisterwijk: Uitgeverij BOXPress. Norris, J.M. en L. Ortega. 2009. Measurement for understanding: An organic approach to investigating complexity, accuracy, and fluency in instructed SLA. Applied Linguistics, 30(4):555–78. Nunan, D. 2010. Task-based language teaching. Londen: Cambridge University Press. Ortega, L. 2003. Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics, 24(4):492–518. Pica, T., R. Kanagy en J. Falodun. 1993. Choosing and using communication tasks for second language instruction. In Crookes en Gass (reds.) 1993. Pütz, M. en L. Sicola (reds.). 2010. Cognitive processing and second language acquisition: Inside the learner’s mind. Amsterdam en Philadelphia: John Benjamins Publishing Company. Robinson, P. 1998. State of the art: SLA theory and second language syllabus design. The Language Teacher Online, 22(4). (12 Maart 2009 geraadpleeg). Robinson, P. (red.). 2001a. Cognition and second language instruction. Cambridge: Cambridge University Press. —. 2001b. Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language learning. Second Language Research, 17(4):368–92. —. 2001c. Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In Robinson (red.) 2001a. —. 2001d. Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1):27–57. —. 2003. The cognition hypothesis, task design, and adult task-based language learning. Second Language Studies, 21(2):45–105. —. 2005. Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics in Language teaching, 43(1):1–32. 650
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Adviesraadslede van LitNet Akademie
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Inhoudsopgawe Afdeling: Natuurweten
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en die SOLVSOM S2 = (L2,S2), met L2
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Figuur 2. Borrelbemiddelde elektros
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3. Resultate en bespreking LitNet A
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Abstract Epigenetics: The link betw
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10 962-3. LitNet Akademies Jaargang
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64 443. 65 2011:142. LitNet Akademi
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93 F v Minister of Safety and Secur
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Opsomming LitNet Akademies Jaargang
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5. Samevatting LitNet Akademies Jaa
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43 Sien O’Donovan (2000:79-81); B
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62 2003:690-1; sien ook Neethling,
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Eindnotas 1 Sien bv. De Jager v Gru
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38 Par. 13-7. 39 1967 4 SA 459 (A).
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Burial wishes LitNet Akademies Jaar
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66 71 van 2008 art. 1: "Persoon: oo
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Kaapkolonie 46 Nieu-Engeland Jones
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Abstract LitNet Akademies Jaargang
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Die volgende is ’n uiteensetting
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Figuur 4. /i/ in hiet en /y/ in huu
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4.2 Die egte (ronde) agtervokale Li
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21 Die eerste skrywer van die boek
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