A Framework for Task-Oriented Language Instruction

Autor/in	Salmani-Nodoushan, Mohammad Ali
Titel	A Framework for Task-Oriented Language Instruction
Quelle	In: Journal on School Educational Technology, 3 (2008) 3, S.5-16 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	English (Second Language); Second Language Learning; Language Teachers; Language Processing; Teaching Methods; Communicative Competence (Languages); Interlanguage; Native Speakers; Educational Objectives; Second Language Instruction + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zielsprache; Muttersprachler; Educational objective; Bildungsziel; Erziehungsziel; Fremdsprachenunterricht
Abstract	Task-based teaching is an area which has emerged from the upsurge of interest in cognitive approaches to language learning and teaching of the mid 1980s. Being a current vogue in a communicative language teaching, task-based language learning contains dangers if implemented without care. In particular, it is likely to create pressure for immediate communication rather than interlanguage change and growth. In this process, it may persuade learners to use lexical modes of communication excessively and prematurely, and to fossilize some way short of native-like second language competence. This paper takes a processing-pedagogic viewpoint to review what task-based instruction is, to identify its goals, and to warm EFL/ESL teachers about the potential pitfalls of task-based language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01