Craig Lambert
Biographic Data
| ID | 3980030 |
|---|---|
| NAME | Craig Lambert |
| GIVEN NAMES | Craig |
| FAMILY NAME | Lambert |
| SIGNATURE | LAMBERT C |
| AFFILIATIONS | Curtin University |
| ORCID | 0000-0001-6017-1336 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
L1 and L2 use in pre-task planning and task repetition
This is an investigation of the interplay between collaborative pre-task planning language, task repetition, and L2 proficiency in oral narrative task performance. A total of 128 EFL learners engaged in paired collaborative planning under one of four conditions: L1, L2, combined L1–L2, and no planning. Subsequently, each participant individually completed an oral narrative task four times. Task performance was analyzed for utterance fluency, and …
The Role of the Learner in Task Performance and Acquisition
Research on the role of the learner in TBLT focuses on learners' affective and conative states during tasks, addressing questions such as how these states come about, how they relate to other variables of interest, and how they impact learners' language use, acquisition, and experience on tasks. This special issue of TESOL Quarterly brings together recent empirical studies, which draw on new and emerging theories and methods to advance the agenda…
Learner‐Generated Content and Teachers Collaborative Planning on Using Memes in English as a Foreign Language Instruction
This brief report consists of initial case studies on the role of learner‐generated content (LGC) in the effectiveness of novice Vietnamese English as a foreign language (EFL) teachers' collaborative planning discussions. The trainee teachers in the study each presented two memes and discussed how they might be used in additional language (L2) teaching in dyads. One was created by the trainee teachers (LGC), and the other was provided by the teac…
Neural Correlates of Task‐Specific Willingness to Communicate
Learners' affective responses to pedagogic tasks and the effort that they invest in completing them are critical to the learning that takes place through tasks in task‐based language teaching (TBLT) (Lambert, Aubrey, & Bui, 2023). Fluctuations in learners' willingness to communicate (WTC) during pedagogic tasks—or task‐specific WTC (Aubrey & Yashima, 2023)—are a locus for affective and conative variation during pedagogic task performance. However…
Personal Investment in Language Processing
Recent research on learner factors in task‐based language teaching (TBLT) has demonstrated positive effects for treatments that draw on learners' personal experiences. However, the specific processes responsible for these effects are not well understood. The self‐reference effect (SRE) is well‐documented in cognitive psychology where it has been shown that information processed with reference to the self is typically remembered better than inform…
William Fowler’, Sir William Garrard, Sir John Hawkins and the Sixteenth-Century Atlantic Slave Trade
This article sheds new light on English involvement in the sixteenth-century transatlantic slave trade, especially the voyages of John Hawkins in the 1560s. Its focus is on William Fowler, a merchant who in 1569 was brought in front of the English High Court of the Admiralty to provide expert evidence on behalf of Sir William Garrard and Sir John Hawkins. Fowler was an experienced slave trader who worked within the Spanish system, probably tradin…
Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students
Ports in the Medieval European Atlantic
Journal Article Ports in the Medieval European Atlantic: Shipping, Transport and Labour, ed. Ana María Rivera Medina Get access Ports in the Medieval European Atlantic: Shipping, Transport and Labour, ed. Ana María Rivera Medina (Woodbridge: The Boydell Press, 2021; pp. 222. £75). Craig Lambert Craig Lambert University of Southampton, UK [email protected] Search for other works by this author on: Oxford Academic Google Scholar The English His…
Task Preparation and Second Language Speech Production
This study investigated the relative effects of four forms of task preparation on L2 speech production. One hundred forty‐four Japanese speakers of English completed an oral opinion task after 10 minutes of preparation. The same task repetition condition involved four iterations of the same pedagogic task (same procedures, same content), the parallel task repetition condition involved four iterations of the same type of task (same procedures, dif…
The Routledge Companion to Marine and Maritime Worlds, 1400–1800
Task-Based Language Teaching
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT…
Proficiency‐related variation in syntactic complexity
This cross‐sectional study compares the discourse of Japanese learners of English at different proficiency levels with their native English‐speaking peers in completing six communication tasks in order to better understand the emergence of syntactic complexity in relationship to developing second language (L2) proficiency. The study investigates four clause combination strategies (coordination, nominal subordination, adverbial subordination, and …
Learner-generated content and engagement in second language task performance
This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which o…
Task Repetition and Second Language Speech Processing
This study examines the relationship between the repetition of oral monologue tasks and immediate gains in L2 fluency. It considers the effect of aural-oral task repetition on speech rate, frequency of clause-final and midclause filled pauses, and overt self-repairs across different task types and proficiency levels and relates these findings to specific stages of L2 speech production (conceptualization, formulation, and monitoring). Thirty-two J…
Agincourt in context
This special issue contains a selection of nine papers from an international conference commemorating the 600th anniversary of the Battle of Agincourt (1415). The contributions place the battle in the broader context of late medieval warfare, highlighting new trends in war studies and engaging with new and old historiographical debates
Henry V and the crossing to France
The Battle of Agincourt, 1415, has attracted much attention from scholars. Yet much of the academic focus in this phase of the Hundred Years War centres on the English king, the army, the battle and its aftermath. Much less research has been carried out on the maritime logistics that underpinned Henry V’s invasion of France. This article seeks to address this lacuna by focusing on three key areas of the naval operations in 1415. Firstly, it will …
Complexity, Accuracy, and Fluency in Task-based L2 Research
This article surveys how complexity, accuracy, and fluency (CAF) have been operationalized in studies of task-based L2 production, pointing out some problems with this approach and the need for more precise information about L2 development during task performance. Research into developing L1 text construction ability is then discussed and some approaches for establishing measures of the relevant constructs in L2 performance are suggested.
Norman naval operations in the Mediterranean
Task Preparation and Second Language Speech Production
This study investigated the relative effects of four forms of task preparation on L2 speech production. One hundred forty‐four Japanese speakers of English completed an oral opinion task after 10 minutes of preparation. The same task repetition condition involved four iterations of the same pedagogic task (same procedures, same content), the parallel task repetition condition involved four iterations of the same type of task (same procedures, dif…
Neural Correlates of Task‐Specific Willingness to Communicate
Learners' affective responses to pedagogic tasks and the effort that they invest in completing them are critical to the learning that takes place through tasks in task‐based language teaching (TBLT) (Lambert, Aubrey, & Bui, 2023). Fluctuations in learners' willingness to communicate (WTC) during pedagogic tasks—or task‐specific WTC (Aubrey & Yashima, 2023)—are a locus for affective and conative variation during pedagogic task performance. However…
Personal Investment in Language Processing
Recent research on learner factors in task‐based language teaching (TBLT) has demonstrated positive effects for treatments that draw on learners' personal experiences. However, the specific processes responsible for these effects are not well understood. The self‐reference effect (SRE) is well‐documented in cognitive psychology where it has been shown that information processed with reference to the self is typically remembered better than inform…
Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students
Proficiency‐related variation in syntactic complexity
This cross‐sectional study compares the discourse of Japanese learners of English at different proficiency levels with their native English‐speaking peers in completing six communication tasks in order to better understand the emergence of syntactic complexity in relationship to developing second language (L2) proficiency. The study investigates four clause combination strategies (coordination, nominal subordination, adverbial subordination, and …
The Routledge Companion to Marine and Maritime Worlds, 1400–1800
Henry V and the crossing to France
The Battle of Agincourt, 1415, has attracted much attention from scholars. Yet much of the academic focus in this phase of the Hundred Years War centres on the English king, the army, the battle and its aftermath. Much less research has been carried out on the maritime logistics that underpinned Henry V’s invasion of France. This article seeks to address this lacuna by focusing on three key areas of the naval operations in 1415. Firstly, it will …
Learner‐Generated Content and Teachers Collaborative Planning on Using Memes in English as a Foreign Language Instruction
This brief report consists of initial case studies on the role of learner‐generated content (LGC) in the effectiveness of novice Vietnamese English as a foreign language (EFL) teachers' collaborative planning discussions. The trainee teachers in the study each presented two memes and discussed how they might be used in additional language (L2) teaching in dyads. One was created by the trainee teachers (LGC), and the other was provided by the teac…
Norman naval operations in the Mediterranean
Complexity, Accuracy, and Fluency in Task-based L2 Research
This article surveys how complexity, accuracy, and fluency (CAF) have been operationalized in studies of task-based L2 production, pointing out some problems with this approach and the need for more precise information about L2 development during task performance. Research into developing L1 text construction ability is then discussed and some approaches for establishing measures of the relevant constructs in L2 performance are suggested.
Henry V and the crossing to France
The Battle of Agincourt, 1415, has attracted much attention from scholars. Yet much of the academic focus in this phase of the Hundred Years War centres on the English king, the army, the battle and its aftermath. Much less research has been carried out on the maritime logistics that underpinned Henry V’s invasion of France. This article seeks to address this lacuna by focusing on three key areas of the naval operations in 1415. Firstly, it will …
Learner-generated content and engagement in second language task performance
This study investigates the benefits of designing second language (L2) learning tasks to operate on learner-generated content (related to actual content in their lives and experiences) as opposed to teacher-generated content typical of current approaches to L2 task design (fictitious ideas and events created to provide an opportunity for meaningful language use). Thirty-two Japanese learners completed parallel versions of narrative tasks, which o…
Task Repetition and Second Language Speech Processing
This study examines the relationship between the repetition of oral monologue tasks and immediate gains in L2 fluency. It considers the effect of aural-oral task repetition on speech rate, frequency of clause-final and midclause filled pauses, and overt self-repairs across different task types and proficiency levels and relates these findings to specific stages of L2 speech production (conceptualization, formulation, and monitoring). Thirty-two J…
Agincourt in context
This special issue contains a selection of nine papers from an international conference commemorating the 600th anniversary of the Battle of Agincourt (1415). The contributions place the battle in the broader context of late medieval warfare, highlighting new trends in war studies and engaging with new and old historiographical debates
Proficiency‐related variation in syntactic complexity
This cross‐sectional study compares the discourse of Japanese learners of English at different proficiency levels with their native English‐speaking peers in completing six communication tasks in order to better understand the emergence of syntactic complexity in relationship to developing second language (L2) proficiency. The study investigates four clause combination strategies (coordination, nominal subordination, adverbial subordination, and …
Task-Based Language Teaching
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT…
The Routledge Companion to Marine and Maritime Worlds, 1400–1800
Task Preparation and Second Language Speech Production
This study investigated the relative effects of four forms of task preparation on L2 speech production. One hundred forty‐four Japanese speakers of English completed an oral opinion task after 10 minutes of preparation. The same task repetition condition involved four iterations of the same pedagogic task (same procedures, same content), the parallel task repetition condition involved four iterations of the same type of task (same procedures, dif…
Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students
Ports in the Medieval European Atlantic
Journal Article Ports in the Medieval European Atlantic: Shipping, Transport and Labour, ed. Ana María Rivera Medina Get access Ports in the Medieval European Atlantic: Shipping, Transport and Labour, ed. Ana María Rivera Medina (Woodbridge: The Boydell Press, 2021; pp. 222. £75). Craig Lambert Craig Lambert University of Southampton, UK [email protected] Search for other works by this author on: Oxford Academic Google Scholar The English His…
William Fowler’, Sir William Garrard, Sir John Hawkins and the Sixteenth-Century Atlantic Slave Trade
This article sheds new light on English involvement in the sixteenth-century transatlantic slave trade, especially the voyages of John Hawkins in the 1560s. Its focus is on William Fowler, a merchant who in 1569 was brought in front of the English High Court of the Admiralty to provide expert evidence on behalf of Sir William Garrard and Sir John Hawkins. Fowler was an experienced slave trader who worked within the Spanish system, probably tradin…
L1 and L2 use in pre-task planning and task repetition
This is an investigation of the interplay between collaborative pre-task planning language, task repetition, and L2 proficiency in oral narrative task performance. A total of 128 EFL learners engaged in paired collaborative planning under one of four conditions: L1, L2, combined L1–L2, and no planning. Subsequently, each participant individually completed an oral narrative task four times. Task performance was analyzed for utterance fluency, and …
The Role of the Learner in Task Performance and Acquisition
Research on the role of the learner in TBLT focuses on learners' affective and conative states during tasks, addressing questions such as how these states come about, how they relate to other variables of interest, and how they impact learners' language use, acquisition, and experience on tasks. This special issue of TESOL Quarterly brings together recent empirical studies, which draw on new and emerging theories and methods to advance the agenda…
Learner‐Generated Content and Teachers Collaborative Planning on Using Memes in English as a Foreign Language Instruction
This brief report consists of initial case studies on the role of learner‐generated content (LGC) in the effectiveness of novice Vietnamese English as a foreign language (EFL) teachers' collaborative planning discussions. The trainee teachers in the study each presented two memes and discussed how they might be used in additional language (L2) teaching in dyads. One was created by the trainee teachers (LGC), and the other was provided by the teac…
Neural Correlates of Task‐Specific Willingness to Communicate
Learners' affective responses to pedagogic tasks and the effort that they invest in completing them are critical to the learning that takes place through tasks in task‐based language teaching (TBLT) (Lambert, Aubrey, & Bui, 2023). Fluctuations in learners' willingness to communicate (WTC) during pedagogic tasks—or task‐specific WTC (Aubrey & Yashima, 2023)—are a locus for affective and conative variation during pedagogic task performance. However…
Personal Investment in Language Processing
Recent research on learner factors in task‐based language teaching (TBLT) has demonstrated positive effects for treatments that draw on learners' personal experiences. However, the specific processes responsible for these effects are not well understood. The self‐reference effect (SRE) is well‐documented in cognitive psychology where it has been shown that information processed with reference to the self is typically remembered better than inform…
EFL/ESL Teaching and Learning (10 works) · Psychology (10 works) · Computer Science (9 works) · Mathematics education (8 works) · Linguistics (7 works) · Second Language Acquisition and Learning (6 works) · Task (project management) (6 works) · Cognition (5 works) · History (5 works) · History (5 works)