A Psycholinguistic Framework for Task-Based Approaches to Language Teaching

Abstract

The article attempts to argue that the Vygotskyan hypothesis of regulation offers a psycholinguistic framework which could help us understand more fully some of the principles underlying Task-based approaches to second language teaching. Second language learning is seen here as essentially an internal, selfregulating process which will vary according to the individual and cannot be specifically controlled by the syllabus or the teacher. However, as with a child's development, it must be part of a social interaction between the self and more experienced members of the community.