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Article In:
TASK
Vol. 4:1 (2024) ► pp.23–48

Addressing the L2 learning needs of adults with limited education

Designing input-based tasks for form-meaning connections

ORCID logo | Université Laval, Canada
| Université du Québec à Montréal, Canada
Despite the growing number of second language adult learners with limited education, few classroom-based studies have investigated how teaching can be better adapted to the characteristics of this population, many of whom have emerging literacy skills (Penning de Vries et al., 2020). This study aims to fill this gap by implementing input-based tasks in an intact French L2 language and literacy classroom (N = 13). The input-based tasks, targeting household items and number marking, were variations of ‘listen-and-do’ tasks that minimize reliance on print or school-based strategies to achieve task outcomes (Shintani, 2012). To assess whether the tasks provided opportunities for form-meaning connections, we examined learners’ self- and other-directed speech during task performance. Results showed multiple opportunities for form-meaning connections suggesting that input-based instruction could be a useful technique for this context.
Keywords: L2 adults with limited education, input-based tasks, French L2 teaching, classroom-based research, TBLT
Article outline
  • Introduction
  • Background
    • LESLLA pedagogical practices
    • Fundamental differences between literate and low literate adult L2 learners
    • TBLT, input-based tasks and FMCs
    • Purpose of the study
  • Methodology
    • Context and participants
    • The intervention
    • Task design
    • Task A – The inventory
    • Task B – The messy apartment
    • Task implementation
    • Design of the coding scheme
    • Analysis of FMCs
  • Results
  • Discussion
  • Conclusion
  • Acknowledgements
  • Notes
  • References
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