Daftar Isi:1. Introduction 1.1 Tasks in Language Teaching and Research 1.2 Task-Based Language Teaching (TBLT) 1.3 Task Learning Versus Language Learning 1.4 Referent Similarity and TBLT 1.5 Overview of the Book 2 L2 Performance and Incidental SLA 2.1 Language Development from a Usage-Based Perspective 2.2 Frequency Effects 2.2.1 Cue Strength 2.2.2 Prototype Effects 2.2.3 Chunking 2.3 Syntactic Priming 2.4 Transferability 2.5 First and Second Language Acquisition 2.6 Summary 3 Referential Communication and L2 Production 3.1 Referential Communication Tasks 3.2 Communicative Demands 3.3 Contextual Constraints 3.4 Discourse Demands 3.5 Limitations of Tasks in Instructed SLA 3.6 Proficiency and L2 Performance 3.7 Summary 4 Tasks in L2 Syllabus Design 4.1 Attention 4.1.1 Detection 4.1.2 Awareness 4.1.3 The Output Hypothesis 4.1.4 Resource Pools 4.1.5 Selection (Saliency Effort Expectancy Value) 4.2 Speech Production 4.3 Cognitive Processes in SLA 4.3.1 Analysis 4.3.2 Control 4.4 Cognitive Models of Task-Based L2 Instruction 4.4.1 The Limited Attention Capacity Hypothesis 4.4.2 The Cognition Hypothesis 4.5 Summary 5 Referent Similarity 5.1 Referent Identification 5.1.1 Frequency 5.1.2 Comparison 5.2 The Number of Elements 5.3 The Similarity Between Elements 5.4 The Present Study 5.5 Summary 6 Referent Similarity and L2 Production 6.1 Noun Phrase Complexity 6.2 Comparative Structures 6.3 Relative Clause Structures 6.4 Lexical Abstractness 6.5 Summary 7 Methods 7.1 Purpose of the Study 7.2 Design 7.3 Participants 7.3.1 Native Speakers of English 7.3.2 Non-native Speakers of English 7.4 Materials 7.5 Procedures 7.6 Analysis 7.6.1 Transcription 7.6.2 Noun Phrase Coding 7.6.3 Comparative Structures 7.6.4 Relative Clause Types 7.6.5 Statistical Analyses 7.7 Summary 8 Results 8.1 Preliminary Data Screening 8.1.1 Descriptive Statistics for Similarity Effect on NP Complexity 8.1.2 Descriptive Statistics for Referent Effect on NP Complexity 8.1.3 Descriptive Statistics for Proficiency Effect on NP Complexity 8.2 Three-Way MANOVA on Noun Phrase Complexity 8.2.1 Referent Similarity Effects on Noun Phrase Complexity 8.2.2 Referent Effects on Noun Phrase Complexity 8.2.3 Proficiency Effects on Noun Phase Complexity 8.2.4 Interactions Between Factors on Noun Phrase Complexity 8.2.5 Summary of Noun Phrase Complexity Results 8.3 Two-Way ANOVA for Use of Comparative Structures 8.3.1 Referent Similarity Effects on the Use of Comparative Structures 8.3.2 Referent Effects on the Use of Comparative Structures 8.3.3 Proficiency Effects on the Use of Comparative Structures 8.3.4 Summary of Results for Comparative Structures 8.4 Non-parametric Tests for Use of Relative Clause Structures 8.4.1 Referent Similarity Effects on the Use of Relative Clauses 8.4.2 Referent Effects on the Use of Relative Clauses 8.4.3 Proficiency Effects on the Use of Relative Clauses 8.4.4 Summary of Findings for the Use of Relative Clauses 8.5 Summary 9 Referent Similarity and TBLT 9.1 Implications for Theory and Research on TBLT 9.1.1 Referent Similarity and the Use of English Nominal Structures 9.1.2 Referent Effects 9.1.3 Proficiency Effects 9.2 Implications for Task-Based Pedagogy and Materials Design 9.2.1 Designing Tasks Using Referent Similarity 9.2.2 Formatting Tasks for Different Instructional Objectives 9.2.3 Referential Similarity Tasks and Language Assessment