ERIC Number: ED430389
Record Type: RIE
Publication Date: 1998-Oct-31
Current Task-Based Language Teaching: Some Issues and Models.
This paper examines disagreement over how second language learning tasks create conditions needed for language acquisition by exploring and comparing three second language acquisition theories: input-based; output-based; and interactionist. Each theory is described, and some new conclusions are drawn. It is argued that a task should: be meaningful; be cognitively appropriate; be fun; involve all participants in coming to a clear, defined conclusion; and allow for a planning stage. To accomplish the task, students need: support, through language boxes; different ways to say things; training in classroom feedback language; and pre-teaching. Contains 20 references. (MSE)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Ohio Teachers of English to Speakers of Other Languages (Dublin, OH, October 1998).