Task-based language teaching for beginner-level learners of L2 French: An exploratory study
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 focuse...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/67028 |
| _version_ | 1848761455888826368 |
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| author | Erlam, R. Ellis, Rod |
| author_facet | Erlam, R. Ellis, Rod |
| author_sort | Erlam, R. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T10:31:57Z |
| format | Journal Article |
| id | curtin-20.500.11937-67028 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:31:57Z |
| publishDate | 2018 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-670282018-08-24T03:44:08Z Task-based language teaching for beginner-level learners of L2 French: An exploratory study Erlam, R. Ellis, Rod 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. 2018 Journal Article http://hdl.handle.net/20.500.11937/67028 10.3138/cmlr.3831 restricted |
| spellingShingle | Erlam, R. Ellis, Rod Task-based language teaching for beginner-level learners of L2 French: An exploratory study |
| title | Task-based language teaching for beginner-level learners of L2 French: An exploratory study |
| title_full | Task-based language teaching for beginner-level learners of L2 French: An exploratory study |
| title_fullStr | Task-based language teaching for beginner-level learners of L2 French: An exploratory study |
| title_full_unstemmed | Task-based language teaching for beginner-level learners of L2 French: An exploratory study |
| title_short | Task-based language teaching for beginner-level learners of L2 French: An exploratory study |
| title_sort | task-based language teaching for beginner-level learners of l2 french: an exploratory study |
| url | http://hdl.handle.net/20.500.11937/67028 |