ERIC Number: ED468307
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Task Interpretation and Task Effectiveness: A Vygotskian Analysis of a French L2 Classroom Task.
Myers, Lindsy L.
Texas Papers in Foreign Language Education, v5 n1 p9-21 spec iss Fall 2000
This paper focuses on second language (L2) learning through task-based interaction as well as the compatibility of the theories of task-based learning and Vygotsky's sociocultural theory. Language tasks encourage L2 learning by using language as a tool to accomplish a goal. This study analyzes the interaction of first-semester French students while performing a group task created according to criteria in recent research by Lee (2000). The task focused on a particular grammatical point of French. Students' group discussions and activities were recorded. Overall, task interpretation varied among groups (e.g., type of interaction, division of labor, use of English as a mediator, scaffolding, meta-task talk, and off-task talk). However, components of an effective task were apparent (interaction between form and meaning, real communication, interactive learning, later success, and positive classroom morale). The results indicate that Lee's suggestions for task-based classroom interaction are compatible with a Vygotskian framework for learning. Together they provide the theoretical and practical basis for the potential of tasks in the classroom. Two appendixes present the French and English versions of the class activity. (Author/SM)
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A