4. Tasks and traditional practice activities in a foreign language context

Mackey, Alison; Fujii, Akiko; Biesenbach-Lucas, Sigrun; Weger, Heather; Dolgova Jacobsen, Natalia; Wright, Lyn; Lake, Julie; Sondermann, Kerstin; Tagarelli, Kaitlyn; Tsujita, Mari; Watanabe, Atsuko; Abbuhl, Rebekha; Kim, Katie

doi:10.1075/lllt.34.07ch4

Part of

Second Language Interaction in Diverse Educational Contexts
Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 71–88

4. Tasks and traditional practice activities in a foreign language context

Alison Mackey | Georgetown University

Akiko Fujii | University of the Sacred Heart, Tokyo

Sigrun Biesenbach-Lucas | Georgetown University

Heather Weger | Georgetown University

Natalia Dolgova Jacobsen | Georgetown University

Lyn Wright | Mississippi State University

Julie Lake | Georgetown University

Kerstin Sondermann | Georgetown University

Kaitlyn Tagarelli | Georgetown University

Mari Tsujita | Dokkyo University

Atsuko Watanabe | International Christian University

Rebekha Abbuhl | California State University at Long Beach

Katie Kim | Georgetown University

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.

Published online: 28 February 2013

https://doi.org/10.1075/lllt.34.07ch4

Cited by

Cited by 3 other publications

Fujii, Akiko, Nicole Ziegler & Alison Mackey

2016. 2. Peer interaction and metacognitive instruction in the EFL classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 63 ff.

Loewen, Shawn & Susan M. Gass

2021. Laboratory-Based Oral Corrective Feedback. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 130 ff.

Loewen, Shawn & Masatoshi Sato

2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.

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