You are here:

A Framework for Task-Oriented Language Instruction
ARTICLE

Journal on School Educational Technology Volume 3, Number 3, ISSN 0973-2217

Abstract

Task-based teaching is an area which has emerged from the upsurge of interest in cognitive approaches to language learning and teaching of the mid 1980s. Being a current vogue in a communicative language teaching, task-based language learning contains dangers if implemented without care. In particular, it is likely to create pressure for immediate communication rather than interlanguage change and growth. In this process, it may persuade learners to use lexical modes of communication excessively and prematurely, and to fossilize some way short of native-like second language competence. This paper takes a processing-pedagogic viewpoint to review what task-based instruction is, to identify its goals, and to warm EFL/ESL teachers about the potential pitfalls of task-based language learning.

Citation

Salmani-Nodoushan, M.A. (2008). A Framework for Task-Oriented Language Instruction. Journal on School Educational Technology, 3(3), 5-16. Retrieved August 25, 2019 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords