ERIC Number: ED464500
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Task-Sequencing in L2 Acquisition.
Texas Papers in Foreign Language Education, v6 n1 p101-112 Fall 2001
The meaning versus form (or fluency versus accuracy) debate is no longer a discriminating factor among teaching approaches because meaning and form are assumed to be essential for learning. A successful pedagogical task accomplishes two things: (1) focuses students' attention on the structure of the language by demonstrating that language form contributes to meaning; and (2) motivates learners to heighten the complexity of the linguistic means they use to accomplish task objectives. This paper argues that a successful task sequence leads learners to communicate with limited resources; become aware of apparent limitations in their knowledge about linguistic structures that are necessary to convey the message appropriately and accurately; and look for alternatives to overcome such limitations. The paper analyzes the above-mentioned theoretical claim with a description of teaching and learning tasks across four dimensions represented by the "four eyes": involvement, inquiry, induction, and incorporation. (Contains 28 references and 3 tables.) (Author/SM)
Publication Type: Journal Articles; Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Texas Univ., Austin. Foreign Language Education Program.