Task-based language teaching for beginner-level learners of L2 French: An exploratory study
MetadataShow full item record
This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their teacher, over two lessons. These tasks drew students' attention to markers of plurality in French. Students did not receive any explicit explanation of these features. Tests established that they acquired receptive knowledge of new vocabulary and target structures in comparison with a control group (n = 15) that completed the tests only. The teacher successfully implemented the tasks and considered the materials effective but also suggested improvements.
Showing items related by title, author, creator and subject.
Nordin, Syarifah Zyurina (2011)Task scheduling in parallel processing systems is one of the most challenging industrial problems. This problem typically arises in the manufacturing and service industries. The task scheduling problem is to determine a ...
Pulido, J.; Barrero, L.; Mathiassen, Svend; Dennerlein, J. (2018)© The Author(s) 2017. Objectives: Duration of tasks in a job is an essential interest in occupational epidemiology. Such duration is frequently measured using self-reports, which May, however, be associated with both bias ...
Albert, Jeanne (2002)This study set out to determine the relationship between assessment practices and teaching methods. I wanted to investigate whether making mathematical investigation assessment tasks available to elementary-school mathematics ...