What Frame Semantics Can Offer to Task-Based Language Teaching

Autor/in	Dalpanagioti, Thomai
Titel	What Frame Semantics Can Offer to Task-Based Language Teaching
Quelle	In: TESOL Journal, 14 (2023) 2, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.692
Schlagwörter	Semantics; Task Analysis; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Lesson Plans; Linguistic Theory; Language Usage; Models; Instructional Materials; Psycholinguistics + Suchen Sie Ihr Suchwort? Semantik; Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Linguistische Theorie; Sprachgebrauch; Analogiemodell; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Psycholinguistik
Abstract	This article argues for the possibility and importance of infusing frame semantic insights into task-based lesson planning. "Frame semantics," a cognitive linguistic theory that takes a usage-based view of meaning, ties in with task-based language teaching (TBLT), which emphasizes second or foreign language learning through interactionally authentic language use. The proposal put forward not only demonstrates that the two frameworks are compatible with each other, but also explains how the theoretical model of frame semantics can be used to address some limitations of TBLT as an applied linguistic project. The author illustrates the proposed integration through a lesson plan that can serve as a model for generating frame-inspired teaching materials. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01