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dc.contributor.authorErlam, R.
dc.contributor.authorEllis, Rod
dc.date.accessioned2018-05-18T07:57:01Z
dc.date.available2018-05-18T07:57:01Z
dc.date.created2018-05-18T00:23:15Z
dc.date.issued2018
dc.identifier.citationErlam, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/67028
dc.identifier.doi10.3138/cmlr.3831
dc.description.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.

dc.titleTask-based language teaching for beginner-level learners of L2 French: An exploratory study
dc.typeJournal Article
dcterms.source.volume74
dcterms.source.number1
dcterms.source.startPage1
dcterms.source.endPage26
dcterms.source.issn0008-4506
dcterms.source.titleCanadian Modern Language Review
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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