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(2004) 第27号 >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10087/11075

Title: A Rationale for Task-Based Learning
Other Titles: 「作業主体」学習の理論的根拠
Authors: BUSH, Jerre
ブッシュ, ジェリー
Issue Date: 27-Dec-2004
Publisher: 上武大学経営情報学部
Citation: 上武大学経営情報学部紀要. 2004, no.27, p.1-11
Jobu Daigaku Keiei Joho Gakubu kiyo (Bulletin of Faculty of Management Information Sciences, Jobu University). 2004, no.27, p.1-11
Abstract: Research into second language acquisition (SLA) strongly indicates that there is no direct relationship between what is taught and what is learned. Language acquisition and mastery of grammatical forms does not necessarily develop in a predictable sequence that can be consciously controlled. Language acquisition is dependent on unknown natural processes. Learners acquire language in their own time when they are developmentally ready. The teacher, the lesson, or the learner cannot dictate when acquisition will occur. A task-based learning (TBL) approach attempts to work with the learner's natural developmental processes. It aims to help learners to think about meaning first and to use language as a means to reaching a non-linguistic outcome similar to that of a real-life situation. The need to express meaning is believed to stimulate interlanguage development. After learners have experienced the language in an attempt to complete a task their attention should be directed toward formal properties of the language within that experience. Neglecting to give attention to language form can lead to a reliance on inappropriate use of the language and communicative strategies, which may result in premature fossilization.
URI: http://hdl.handle.net/10087/11075
ISSN: 0915-5929
NII paper ID: http://ci.nii.ac.jp/naid/110002963147
Appears in Collections:(2004) 第27号

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