Process Writing and Communicative-Task-Based Instruction: Many Common Features, but More Common Limitations?

Autor/in	Bruton, Anthony
Titel	Process Writing and Communicative-Task-Based Instruction: Many Common Features, but More Common Limitations?
Quelle	In: Teaching English as a second or foreign language, 9 (2005) 3, S. 1-31 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen; Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Lernen; Methodik; Prozessorientierung; Aufgabenorientierung; Kommunikativer Ansatz; Fremdsprachenunterricht; Schreiben
Abstract	Process writing and communicative-task-based instruction both assume productive tasks that prompt self-expression to motivate students and as the principal engine for developing L2 proficiency in the language classroom. Besides this, process writing and communicative-task-based instruction have much else in common, despite some obvious differences. They have common rationales, similar foils, common justifications and comparable procedures. It is argued that they also have a number of limitations, both inherent and circumstantial. The inherent limitations largely reflect a lack of equilibrium between planning, teacher intervention and student initiative, while the circumstantial ones are due to their being hatched essentially for ESL instruction in privileged university contexts. The argument is that, logically, there should be a progression from more to less instructor intervention or support and from less to more student initiative, autonomy and peer interaction, thus including a broader spectrum of pedagogical options. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2023/1