Cynthia Lee is Assistant Professor in the Language Centre at Hong Kong Baptist University. Lee holds a Ph.D. in Language in Education from the University of London.

• Chapter 1 List of FiguresChapter 2 AcknowledgmentsChapter 3 PrefaceChapter 4 Chapter One: Introduction; Acquisition of L2 through Interaction in Natural and Classroom ContextsChapter 5 Factors Facilitating Pushed Output or Stretching in Tasks; Strategies in Interlanguage Communication and DevelopmentChapter 6 Chapter Two: Chinese Learning Culture; A Chinese Context- Hong Kong; Task-Based Learning in Hong KongChapter 7 Chapter Three: Research Questions; The Study; Subjects' Profiles; Task Types and Their Nature; Coding Categories; Data Collection Techniques; Procedures; Conventions of Transcription; CategoriesChapter 8 Chapter Four: Introduction; Divergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discourse Structure Length of Turns; Convergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and DiscourChapter 9 Chapter Five: Introduction; Relationship Between Communicative Tasks and Discourse Structures; Relationship Between Communicative Tasks and Strategy Use for L2 Acquisition; Causal Relationship Between Communicative Tasks and Strategy Use; Assisting Chapter 10 Chapter Six: Introduction; Implications of the Study for Task-based Learning Theory; Interdependence Relationship Between Task Types, Strategy Use and L2 Output; Implications of the Study for L2 Acquisition; Limitations of the Study; Pedagogic ImpliChapter 11 Chapter Seven: Final Comment; Appendices; References; Subject Index; Author Index

Cynthia Lee is Assistant Professor in the Language Centre at Hong Kong Baptist University. Lee holds a Ph.D. in Language in Education from the University of London.

• Chapter 1 List of FiguresChapter 2 AcknowledgmentsChapter 3 PrefaceChapter 4 Chapter One: Introduction; Acquisition of L2 through Interaction in Natural and Classroom ContextsChapter 5 Factors Facilitating Pushed Output or Stretching in Tasks; Strategies in Interlanguage Communication and DevelopmentChapter 6 Chapter Two: Chinese Learning Culture; A Chinese Context- Hong Kong; Task-Based Learning in Hong KongChapter 7 Chapter Three: Research Questions; The Study; Subjects' Profiles; Task Types and Their Nature; Coding Categories; Data Collection Techniques; Procedures; Conventions of Transcription; CategoriesChapter 8 Chapter Four: Introduction; Divergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discourse Structure Length of Turns; Convergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and DiscourChapter 9 Chapter Five: Introduction; Relationship Between Communicative Tasks and Discourse Structures; Relationship Between Communicative Tasks and Strategy Use for L2 Acquisition; Causal Relationship Between Communicative Tasks and Strategy Use; Assisting Chapter 10 Chapter Six: Introduction; Implications of the Study for Task-based Learning Theory; Interdependence Relationship Between Task Types, Strategy Use and L2 Output; Implications of the Study for L2 Acquisition; Limitations of the Study; Pedagogic ImpliChapter 11 Chapter Seven: Final Comment; Appendices; References; Subject Index; Author Index

Cynthia Lee is Assistant Professor in the Language Centre at Hong Kong Baptist University. Lee holds a Ph.D. in Language in Education from the University of London.

• Chapter 1 List of FiguresChapter 2 AcknowledgmentsChapter 3 PrefaceChapter 4 Chapter One: Introduction; Acquisition of L2 through Interaction in Natural and Classroom ContextsChapter 5 Factors Facilitating Pushed Output or Stretching in Tasks; Strategies in Interlanguage Communication and DevelopmentChapter 6 Chapter Two: Chinese Learning Culture; A Chinese Context- Hong Kong; Task-Based Learning in Hong KongChapter 7 Chapter Three: Research Questions; The Study; Subjects' Profiles; Task Types and Their Nature; Coding Categories; Data Collection Techniques; Procedures; Conventions of Transcription; CategoriesChapter 8 Chapter Four: Introduction; Divergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and Discourse Structure Length of Turns; Convergent Task: Length of Turns, Variety and Complexity of Syntax, Variety of Lexis and DiscourChapter 9 Chapter Five: Introduction; Relationship Between Communicative Tasks and Discourse Structures; Relationship Between Communicative Tasks and Strategy Use for L2 Acquisition; Causal Relationship Between Communicative Tasks and Strategy Use; Assisting Chapter 10 Chapter Six: Introduction; Implications of the Study for Task-based Learning Theory; Interdependence Relationship Between Task Types, Strategy Use and L2 Output; Implications of the Study for L2 Acquisition; Limitations of the Study; Pedagogic ImpliChapter 11 Chapter Seven: Final Comment; Appendices; References; Subject Index; Author Index