1887
T2-verwerving: Onderzoek ontmoet onderwijsparktijk
  • ISSN 0169-7420
  • E-ISSN: 2213-4883
USD
Buy:$35.00 + Taxes

Abstract

In task-based language teaching (TBLT), defining and manipulating the complexity of language tasks has been claimed to be of crucial importance, in view of sequencing tasks in a task-based syllabus, manipulating tasks to meet specific learners' needs, and assessing language learners' current level of language proficiency. The theoretical literature and empirical research on task complexity has recendy expanded, but much of this work fails to take into account the multiple dimensions that affect task complexity. For one, in authentic, truly functional task performance, key features of the social setting in which tasks are performed, and interlocutor-dependent variables (such as their shared knowledge and experiences) influence actual task complexity. Since in real life interlocutors reinterpret tasks to suit their own needs, motivations and purposes, and dynamically tune the complexity of their performance to the ongoing conversation and negotiation process, predictions about task complexity cannot be as accurate as some applied linguists claim they should be.
Loading

Article metrics loading...

/content/journals/10.1075/ttwia.80.05bra
2008-01-01
2019-10-17
Loading full text...

Full text loading...

References

http://instance.metastore.ingenta.com/content/journals/10.1075/ttwia.80.05bra
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error