Language StudiesInstructionTeachingLanguage EducationSecond Language EducationSecond Language TeachingEnglish Language TeachingLanguage TeachingSecond Language AcquisitionTask GroupsGroup Work BehaviorSecond Language PedagogyTask Design For GroupsTask Effects On Learner LanguageTask-based InteractionTask-based Language Learning
Second‑language instruction is usually task‑based, so analyzing tasks is more useful than focusing on methods for improving teaching and learning. The study argues that method is an irrelevant construct for fostering change in the second‑language classroom and that focusing on methods diverts educators from important instructional issues. Successful task‑based instruction requires careful use of group work, selection of task types, and optimal task‑group combinations. Reproductions supplied by EDRS are the best that can be made from the original document.
It is proposed that method is not a relevant construct for fostering change in the second language classroom, and that concern with specific methods can divert educators' attention from important instructional issues. Teachers usually organize instruction around tasks rather than methods, and therefore it would be more useful to analyze, research, and evaluate the tasks to discover the features that promote language teaching and learning. However, it is argued that for this to be a successful approach, careful attention must be given to the judicious use of group work, to the kinds of tasks teachers and learners work on, and to optimal combinations of task type and group. (MSE) ******************************************************* *A************************************* Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************** TASK, GROUP, AND TASK-GROUP INTERACTIONS
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Linguistics in language teaching
Lingua · 1974 · 525 citations