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Summary

This chapter focuses on three dimensions of tasks we consider essential to task-based language learning. First is their meaningful dimension, which brings learners into contact with patterns and functional uses of a wide range of language features. It also provides them the context for interpreting grammatical features and unlocking relationships between them, and for investing new language with their own shared socio-cultural meanings. Second, the accessibility of new language is promoted by a combination of implicit task-based processes and explicit classroom processes. Thirdly, we adopt Spada and Lightbown’s concept of integration to bring together the meaningful and accessibility principles, with tasks providing the context for both.

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2 - A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use

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2 - A Pedagogical Rationale for Task-Based Language Teaching for the Acquisition of Real-World Language Use

Summary