Edited by Zhisheng (Edward) Wen and Mohammad Javad Ahmadian
[Task-Based Language Teaching 13] 2019
► pp. 229–251
Chapter 10. Input-based tasks in the French language classroom
This study extended previous research by investigating the effectiveness of input-based instruction with beginner-level learners of French. Students completed a series of 11 focused tasks over 3 lessons which aimed to have them make form-meaning connections for target lexical and grammatical items. They received no explicit grammatical instruction. The tasks were taught by their classroom teacher during their normal French programme. An examination of the transcripts of the instruction allowed for information to be collected about the number of times that students were required to make form-meaning connections for each of the target items. Evidence of their learning on both measures of comprehension and production is presented, as well as evidence of the relationship between form-meaning connections (FMCs) and learning gains made.