Exploring tasks‐as‐process in Spanish L2 classrooms

Can corpus‐based tasks facilitate language exploration, language use, and engagement

Bibliographic Data

ID12114754
AuthorsNausica Marcos Miguel (0000-0003-0351-8174, Modern Languages Denison University Granville OH USA, corresponding author)
Year2020
Volume31
Issue2
Pages211-228
Publication date2020-10-07
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Applied Linguistics (JOURNAL)
Journal identifiersISSN: 0802-6106 • E-ISSN: 1473-4192
PublisherWiley (PUBLISHER • GB)
DOI10.1111/ijal.12314
OpenAlexW3092596109
LanguageEN
Citations received2
References cited32

This study contributes to the field of corpus‐based language teaching and learning by analyzing interactions observed while learners engaged with tasks requiring the use of corpus tools in two sections of a university level Spanish L2 content course. Tasks‐as‐process (i.e., real‐time interactions between learners and materials) were analyzed for (1) divergence from teacher's intent (the task‐as‐workplan), (2) completion, (3) off‐task behavior, and (4) L1 use. Learners showed a relative fidelity to the task‐as‐workplan. Difficulties completing tasks were due to difficulties hypothesizing about language use. Off‐task behavior was motivated by learners’ social relationships. The L1 was used to explore language and to socialize. In general, this data illustrates that corpus‐based tasks do generate communication, exploration, and engagement in the L2 classroom

Divergence (linguistics · Fidelity · Field (mathematics · Language education · Linguistics · Mathematics education · Process (computing · Task (project management · Task Analysis · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching

Tools

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