4. Tasks and traditional practice activities in a foreign language context
- Author(s): Alison Mackey 1 , Akiko Fujii 2 , Sigrun Biesenbach-Lucas 1 , Heather Weger 1 , Natalia Dolgova Jacobsen 1 , Lyn Wright 3 , Julie Lake 1 , Kerstin Sondermann 1 , Kaitlyn Tagarelli 1 , Mari Tsujita 4 , Atsuko Watanabe 5 , Rebekha Abbuhl 6 and Katie Kim 1
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View Affiliations Hide AffiliationsAffiliations:1 Georgetown University2 University of the Sacred Heart, Tokyo3 Mississippi State University4 Dokkyo University5 International Christian University6 California State University at Long Beach
- Source: Second Language Interaction in Diverse Educational Contexts , pp 71-88
- Publication Date February 2013
In this study, learners carried out tasks and traditional practice activities in an authentic instructional context: English as a Foreign Language (EFL) in Japan (n = 37). Learners’ production on pre- and posttests was analyzed to investigate second language (L2) development with respect to the production of question forms. Quantitative results suggest that tasks and traditional practice activities were equally effective at promoting second language (L2) development. The results are discussed with respect to learners’ beliefs and attitudes towards the type of L2 instruction they received, and the role of context in L2 learning.
- Affiliations: 1: Georgetown University; 2: University of the Sacred Heart, Tokyo; 3: Mississippi State University; 4: Dokkyo University; 5: International Christian University; 6: California State University at Long Beach
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