Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 71–88
In this study, learners carried out tasks and traditional practice activities in an authentic instructional context: English as a Foreign Language (EFL) in Japan (n = 37). Learners’ production on pre- and posttests was analyzed to investigate second language (L2) development with respect to the production of question forms. Quantitative results suggest that tasks and traditional practice activities were equally effective at promoting second language (L2) development. The results are discussed with respect to learners’ beliefs and attitudes towards the type of L2 instruction they received, and the role of context in L2 learning.
This list is based on CrossRef data as of 3 march 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.