Article published in:
Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference
Edited by Martin Bygate
[Task-Based Language Teaching 8] 2015
► pp. 157–192

Tasks, experiential learning, and meaning making activities

A functional approach

| University of British Columbia and King’s College London
| Iowa State University
| Iowa State University
| Hong Kong Community College, The Hong Kong Polytechnic University
To address problems of low academic achievement by second language learners, task-based learning and teaching research must focus on academic content tasks that involve both form and meaning, language and content, academic discourse and disciplinary knowledge. How are such tasks 'experiential'? We draw upon a Systemic Functional Linguistic (SFL) analysis of language and discourse to develop a more adequate model of Kolb's experiential learning cycle that can capitalize on linguistic evidence, illuminate the analysis and development of language as a means of experiential learning, and locate experiential learning in the wider context of socio-semantic meaning-making activities. We illustrate this model with two contrasting examples: young children learning about magnetism, and college-level students learning about marketing.
Published online: 05 November 2015
https://doi.org/10.1075/tblt.8.06moh
Cited by

Cited by 3 other publications

Andon, Nick, Martin Dewey & Constant Leung
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12], ► pp. 236 ff. Crossref logo
Kobayashi, Emi & Masaki Kobayashi
2018.  In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 223 ff. Crossref logo
Samuda, Virginia, Martin Bygate & Kris Van den Branden
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12], ► pp. 2 ff. Crossref logo

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