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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
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
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  Data: Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study
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  Data: <searchLink fieldCode="AR" term="%22Erlam%2C+Rosemary%22">Erlam, Rosemary</searchLink><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Rod%22">Ellis, Rod</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Modern+Language+Review%22"><i>Canadian Modern Language Review</i></searchLink>. Feb 2018 74(1):1-26.
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  Data: 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
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  Data: 27
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: 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.
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        Value: 10.3138/cmlr.3831
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      – Text: English
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      Pagination:
        PageCount: 27
        StartPage: 1
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Linguistic Input
        Type: general
      – SubjectFull: Grammar
        Type: general
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: French
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Receptive Language
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      – SubjectFull: Control Groups
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Language Tests
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Introductory Courses
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      – TitleFull: Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study
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