Incorporating Language Structure in a Communicative Task: An Analysis of the Language Component of a Communicative Task in the LINC Home Study Program

Autor/in	Lenchuk, Iryna
Titel	Incorporating Language Structure in a Communicative Task: An Analysis of the Language Component of a Communicative Task in the LINC Home Study Program
Quelle	In: TESL Canada Journal, 31 (2014), S.144-156 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	English (Second Language); Second Language Learning; Task Analysis; Second Language Instruction; Benchmarking; Best Practices; Guidelines; Federal Aid; Distance Education; Teaching Methods; Foreign Countries; Consciousness Raising; Immigrants; Refugees; Program Descriptions; Linguistic Input; Grammar; Independent Study; Canada + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Aufgabenanalyse; Fremdsprachenunterricht; Richtlinien; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bewusstseinsbildung; Immigrant; Immigrantin; Immigranten; Flüchtling; Sprachbildung; Grammatik; Selbststudium; Kanada
Abstract	The purpose of this article is to analyze a task included in the LINC Home Study (LHS) program. LHS is a federally funded distance education program offered to newcomers to Canada who are unable to attend regular LINC classes. A task, in which a language structure (a gerund) is chosen and analyzed, was selected from one instructional module of LHS offered as a demonstration module for the general public. Specifically, the analysis presented in this article focuses on how language structure is integrated into the task. The integration of language structure into the task is assessed against the criteria outlined in the Task-Based Language Teaching and Learning (TBLT) literature and the Canadian Language Benchmarks (CLBs) guidelines. The analysis of the task demonstrates that the presentation of language structure in the task violates the main principle of a meaning-based approach to second language teaching (i.e., task-based instruction) that emphasizes the primacy of meaning over language forms. Considering that LHS is a national program identified as one of the Best Practices in Settlement Services language programs, this article calls for more research on the topic. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01