Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study
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| Title: | Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study |
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| Language: | English |
| Authors: | Erlam, Rosemary, Ellis, Rod |
| Source: | Canadian Modern Language Review. Feb 2018 74(1):1-26. |
| Availability: | University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Second Language Learning, Task Analysis, Linguistic Input, Grammar, Vocabulary Development, Second Language Instruction, French, Teaching Methods, Receptive Language, Control Groups, Experimental Groups, Language Tests, Secondary School Students, Introductory Courses |
| DOI: | 10.3138/cmlr.3831 |
| ISSN: | 0008-4506 |
| Abstract: | This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their teacher, over two lessons. These tasks drew students' attention to markers of plurality in French. Students did not receive any explicit explanation of these features. Tests established that they acquired receptive knowledge of new vocabulary and target structures in comparison with a control group (n = 15) that completed the tests only. The teacher successfully implemented the tasks and considered the materials effective but also suggested improvements. |
| Abstractor: | As Provided |
| Number of References: | 36 |
| Entry Date: | 2018 |
| Accession Number: | EJ1170720 |
| Database: | ERIC |
| Abstract: | This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their teacher, over two lessons. These tasks drew students' attention to markers of plurality in French. Students did not receive any explicit explanation of these features. Tests established that they acquired receptive knowledge of new vocabulary and target structures in comparison with a control group (n = 15) that completed the tests only. The teacher successfully implemented the tasks and considered the materials effective but also suggested improvements. |
|---|---|
| ISSN: | 0008-4506 |
| DOI: | 10.3138/cmlr.3831 |
