Article published in:Task-Based Language Teaching: A reader
Edited by Kris Van den Branden, Martin Bygate and John M. Norris
[Task-Based Language Teaching 1] 2009
► pp. 109–130
Chapter 6. Task-based research and language pedagogy
Two very different theoretical accounts of task-based language use and learning are critiqued and their relevance for language pedagogy discussed. One account, which will be referred to as the psycholinguistic perspective, draws on a computational model of second language (L2) acquisition (Lantolf, 1996). According to this perspective, tasks are viewed as devices that provide learners with the data they need for learning; the design of a task is seen as potentially determining the kind of language use and opportunities for learning that arise. Three different psycholinguistic models are discussed: Long’s Interaction Hypothesis, Skehan’s ‘cognitive approach’ and Yule’s framework of communicative efficiency. The second theoretical account of tasks is that provided by socio-cultural theory. This is premised on the claim that participants co-construct the ‘activity’ they engage in when performing a task, in accordance with their own socio-history and locally determined goals, and that, therefore, it is difficult to make reliable predictions regarding the kinds of language use and opportunities for learning that will arise. Socio-cultural theory emphasizes the dialogic processes (such as ‘scaffolding’) that arise in a task performance and how these shape language use and learning. Both theoretical approaches afford insights that are of value to task-based language pedagogy. The psycholinguistic approach provides information that is of importance for planning task-based teaching and learning. The socio-cultural approach illuminates the kinds of improvisation that teachers and learners need to engage in during task-based activity to promote communicative efficiency and L2 acquisition.
Published online: 05 March 2009
Cited by other publications
Nielson, Katharine B.
This list is based on CrossRef data as of 25 october 2020. 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.