A Framework for Task-Oriented Language Instruction

Autor/in	Salmani-Nodoushan, Mohammad Ali
Titel	A Framework for Task-Oriented Language Instruction
Quelle	3 (2008) 3, S.5-16 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Language Teachers; Second Language Instruction; Teaching Methods; Second Language Learning; Communicative Competence (Languages); Interlanguage; Language Processing; Native Speakers; Educational Objectives; English (Second Language) + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zielsprache; Sprachverarbeitung; Muttersprachler; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Task-based teaching is an area which has emerged from the upsurge of interest in cognitive approaches to language learning and teaching of the mid-1980s. Being a current vogue in communicative language teaching, task-based language learning contains dangers if implemented without care. In particular, it is likely to create pressure for immediate communication rather than interlanguage change and growth. In this process, it may persuade learners to use lexical modes of communication excessively and prematurely, and to fossilize some way short of native-like second language competence. This paper takes a processing-pedagogic viewpoint to review what task-based instruction is, to identify its goals, and to warn EFL/ESL teachers about the potential pitfalls of task-based language teaching. (Contains 1 figure.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10