The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Pedagogic Consequences: A Task-Based Approach to Distance Second Language Learning
Abstract
As seen in chapter 4, CLT proponents assumed that the best way to approach learning a second language was to provide the learners with a great quantity of authentic input and with opportunities to discuss and process the second language. It gradually became clear that it is not possible to specify what a learner will learn in linguistic terms and that compatibility with the cognitive processes involved in L2 acquisition had to be ensured. Task-based Language Teaching (TBLT) was one of the responses (see chapter 3). Prabhu (1987) suggested that content could be specified by holistic units of communication, i.e. tasks, and by pre-selection of linguistic items. This did not seem sufficient, as was seen in chapter 5, Long & Crookes (1991) emphasized the need for learners to attend to form consciously. Issues of cognitive demand placed on the learner by the complexity of tasks have raised the question of how to reduce the cognitive load the learner has to cope with. This involves linguistic difficulty, but also problems related to cultural schemata and task familiarity. This cognitive demand may make it difficult for the learner to deploy cognitive resources to notice inter- and intra-lingual gaps.
Related Content
|
Aravind B. R., Bhuvaneswari G., S. Suman Rajest.
© 2023.
11 pages.
|
|
P. S. Venkateswaran.
© 2023.
11 pages.
|
|
Ahmet Erdost Yastibaş.
© 2023.
18 pages.
|
|
Jayakumar Padmanabhan, S. Suman Rajest, J. Josephin Veronica.
© 2023.
13 pages.
|
|
Tribhuwan Kumar.
© 2023.
14 pages.
|
|
Ahmet Erdost Yastibaş.
© 2023.
17 pages.
|
|
Ana Nobre.
© 2023.
17 pages.
|
|
|