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    Task-based language teaching for beginner-level learners of L2 French: An exploratory study

    Access Status
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    Authors
    Erlam, R.
    Ellis, Rod
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Erlam, R. and Ellis, R. 2018. Task-based language teaching for beginner-level learners of L2 French: An exploratory study. Canadian Modern Language Review. 74 (1): pp. 1-26.
    Source Title
    Canadian Modern Language Review
    DOI
    10.3138/cmlr.3831
    ISSN
    0008-4506
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/67028
    Collection
    • Curtin Research Publications
    Abstract

    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.

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