Task-based research and language pedagogy

TLDR

Task-based language use is examined through two contrasting theoretical lenses: a psycholinguistic computational model of L2 acquisition and a socio‑cultural view emphasizing co‑construction and dialogic processes. The psycholinguistic perspective treats tasks as data‑providing devices whose design shapes language use and learning opportunities, illustrated by Long’s Interaction Hypothesis, Skehan’s cognitive approach, and Yule’s communicative‑efficiency framework. Both perspectives offer pedagogical insights: the psycholinguistic model guides task design and planning, while the socio‑cultural view highlights the improvisational and dialogic strategies needed to promote communicative efficiency and L2 acquisition.

Abstract

Two very different theoretical accounts of task-based language use and learning are critiqued and their relevance for language pedagogy discussed. One account, which will be referred to as the psycholinguistic perspective, draws on a computational model of second language (L2) acquisition (Lantolf, 1996). According to this perspective, tasks are viewed as devices that provide learners with the data they need for learning; the design of a task is seen as potentially determining the kind of language use and opportunities for learning that arise.Three different psycholinguistic models are discussed: Long’s Interaction Hypothesis, Skehan’s ‘cognitive approach’ and Yule’s framework of communicative efficiency. The second theoretical account of tasks is that provided by socio-cultural theory. This is premised on the claim that participants co-construct the ‘activity’ they engage in when performing a task, in accordance with their own socio-history and locally determined goals, and that, therefore, it is difficult to make reliable predictions regarding the kinds of language use and opportunities for learning that will arise. Socio-cultural theory emphasizes the dialogic processes (such as ‘scaffolding’) that arise in a task performance and how these shape language use and learning. Both theoretical approaches afford insights that are of value to task-based language pedagogy. The psycholinguistic approach provides information that is of importance for planning task-based teaching and learning. The socio-cultural approach illuminates the kinds of improvisation that teachers and learners need to engage in during task-based activity to promote communicative efficiency and L2 acquisition.