The Variable Effects of Some Task‐Based Learning Procedures on L2 Communicative Effectiveness
Bibliographic Data
| ID | 7900634 |
|---|---|
| Authors | George Yule (Louisiana State University), Maggie Powers (0000-0002-8584-0310, West Virginia University), Doris Macdonald (Northern Arizona University) |
| Year | 1992 |
| Volume | 42 |
| Issue | 2 |
| Pages | 249-277 |
| Publication date | 1992-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-1770.1992.tb00709.x |
| OpenAlex | W2037778372 |
| Language | EN |
| Citations received | 6 |
| References cited | 14 |
This study attempted to evaluate the benefits of some task‐based procedures used to develop L2 communicative effectiveness in spoken English among a group of advanced proficiency learners. Using three information transfer tasks and intervening discussion sessions, we attempted to investigate the actual communicative outcomes of interaction prompted by the tasks. When the intervening discussion focused on linguistic aspects of task performance, there was a tendency for speakers to adopt a noticeably more egocentric perspective in a subsequent communicative task. When referential aspects of the task were discussed, subsequent communicative performance was characterized by speakers taking their interlocutor's perspective much more into account. It is suggested that L2 communicative effectiveness in an information transfer task will be enhanced when the speaker is led to think primarily about the listener's needs rather than the form of the speaker's message
Cognitive psychology · Linguistics · Perspective (graphical) · Task (project management) · Task Analysis · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Second Language Learning and Teaching
Research on language learning and teaching
Task type and task processing conditions as influences on foreign language performance
Investigating the communicative outcomes of task-based interaction
Task‐Based Language Learning
Research on language learning and teaching
Task Familiarity and Interactional Feedback in Child ESL Classrooms
Second language pedagogy
Second Language Classrooms
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Trouble-shooting in Interaction with Learners
Second-Language Acquisition, Social Interaction, and the Classroom
Second language discourse
Group Work, Interlanguage Talk, and Second Language Acquisition
"Information Gap" Tasks
The Effect of Familiarity on the Comprehensibility of Nonnative Speech
Resolving Referential Conflicts in L2 Interaction
Interactive conflict resolution in English
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,18 |
| Citation span | 1993 - 2011 (19) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |