NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ781229
Record Type: Journal
Publication Date: 2008-Jan
Pages: 11
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0951-0893
Learner Mining of Pre-Task and Task Input
Boston, Jeremy Scott
ELT Journal, v62 n1 p66-76 Jan 2008
The findings reported in this article suggest that learners inevitably "mine" wordings contained in pre-task and task materials when performing tasks, even when the teacher did not explicitly draw learner attention to these features. However, this was found to be true only with written materials, and learners did not appear to mine specific wordings from audio pre-task materials. Learner mining of language input from written pre-task/task materials opens the possibility of deliberately embedding specific language items into such materials. While the article acknowledges that such an approach to task design is controversial, with some arguing that it is inconsistent with principles behind task-based learning, the article leaves it to the reader to decide if finding ways of harnessing learner mining of wordings from pre-task input is in harmony with the principles of a task-based approach.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A