Bibliografía propuesta por Michael Long

abcEsta es la bibliografía propuesta por el profesor Michael Long para profundizar en los temas de los que habló en nuestro LdeLengua23. Los asteriscos indican las entradas de mayor interés para este investigador.

**Long, M. H., & Crookes, G. (1992). Three approaches to task-based language teaching. TESOL Quarterly 26, 1, 27-56. Reprinted in Van den Branden, K., Bygate, M., Norris, J. M. (eds.). Task Based Language Teaching: A reader (pp. 57-81). Amsterdam: John Benjamins, 2009.

Long, M. H., & Ross, S. (1993). Modifications that preserve language and content. In Tickoo, M. (ed.), Simplification: Theory and application (pp. 29-52). Singapore: SEAMEO Regional Language Centre.

Long, M. H. (1996). Authenticity and learning potential in L2 classroom discourse. In Jacobs, G. M. (ed.), Language classrooms of tomorrow: Issues and responses (pp. 148-69). Singapore: SEAMEO Regional Language Centre.

**Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In Doughty, C. J., & Williams, J. (eds.), Focus on form in second language acquisition (pp. 15-41). Cambridge: Cambridge University Press.

**Doughty, C. J., & Williams, J. (1998). Pedagogical choices in focus on form. In Doughty, C. J., & Williams, J. (eds.), Focus on form in second language acquisition (pp. 197-262). Cambridge: Cambridge University Press.

**Doughty, C. J. (2000). La negociación del entorno lingüístico de la L2. In Munoz, C. (ed.), Segundas lenguags: Adquisíción en un contexto formal (pp. 163-93). Ariel.

**Long, M. H., & Norris, J. M. (2000). Task-based teaching and assessment. In Byram, M. (ed.), Encyclopedia of language teaching (pp. 597-603). London: Routledge. Reprinted in Van den Branden, K., Bygate, M., & Norris, J. M. (eds.), Task-Based Language Teaching. A reader (pp. 135-42). Amsterdam: John Benjamins, 2009.

**Long, M. H. (2003). Español para fines específicos: Textos o tareas? [Spanish for specific purposes: Texts or tasks?] In K. Jauregui (ed.), Espanol para fines especificos. Actas del 11 CIEFE, Amsterdam (pp. 15-39). Madrid: Ministerio de Educacion y Ciencia del Reino de Espana.

**Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning and Technology. Volume 7, Number 3 (September) 2003, 50-80. (http://llt.msu.edu).

Long, M. H. (2005). Methodological issues in learner needs analysis (pp. 19-76). In Long, M. H. (ed.), Second language needs analysis. Cambridge: Cambridge University Press.

**Gilabert R. (2005b). The use of multiple sources and methods in needs analysis: A case study of journalists in the Autonomous Community of Catalonia, Spain. In Long, M. H. (ed.), Second language needs analysis. Cambridge: Cambridge University Press.

Van den Branden, K. (ed.) (2006). Task-based language education. Cambridge: Cambridge University Press.

**Long, M. H. (2007). Recasts in SLA: The story so far. In Long, M. H., Problems in SLA (pp. 75-116). Mahwah, NJ: Lawrence Erlbaum Associates.

Robinson, P. (2001). Task complexity, task difficulty and task production: exploring interactions in a componential framework. Applied Linguistics 22, 1, 27-57.

Robinson, P. & Gilabert, R. (2007). Task complexity, the cognition hypothesis and second language instruction. Guest-edited special issue of International Review of Applied Linguistics 45, 3, 161-284.

**Long, M. H. (2009). Methodological principles for language teaching. In Long, M. H. & Doughty, C. J. (eds.), Handbook of language teaching (pp. 373-94). Oxford: Blackwell.

Robinson, P. (2009) Syllabus design. In Long, M. H. & Doughty, C. J. (eds.), Handbook of language teaching. Oxford: Blackwell.