Welcome to the InfoSci Platform
Reference Hub2
Pedagogic Consequences: A Task-Based Approach to Distance Second Language Learning

Pedagogic Consequences: A Task-Based Approach to Distance Second Language Learning

Jean-Paul Narcy-Combes
Copyright: © 2010 |Pages: 27
ISBN13: 9781615207077|ISBN10: 1615207074|ISBN13 Softcover: 9781616922610|EISBN13: 9781615207084
DOI: 10.4018/978-1-61520-707-7.ch011
Cite Chapter Cite Chapter

MLA

Jean-Claude Bertin, et al. "Pedagogic Consequences: A Task-Based Approach to Distance Second Language Learning." Second Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics, IGI Global, 2010, pp.223-249. https://doi.org/10.4018/978-1-61520-707-7.ch011

APA

J. Bertin, P. Gravé, & J. Narcy-Combes (2010). Pedagogic Consequences: A Task-Based Approach to Distance Second Language Learning. IGI Global. https://doi.org/10.4018/978-1-61520-707-7.ch011

Chicago

Jean-Claude Bertin, Patrick Gravé, and Jean-Paule Narcy-Combes. "Pedagogic Consequences: A Task-Based Approach to Distance Second Language Learning." In Second Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-707-7.ch011

Export Reference

Mendeley
Favorite

Abstract

As seen in chapter 4, CLT proponents assumed that the best way to approach learning a second language was to provide the learners with a great quantity of authentic input and with opportunities to discuss and process the second language. It gradually became clear that it is not possible to specify what a learner will learn in linguistic terms and that compatibility with the cognitive processes involved in L2 acquisition had to be ensured. Task-based Language Teaching (TBLT) was one of the responses (see chapter 3). Prabhu (1987) suggested that content could be specified by holistic units of communication, i.e. tasks, and by pre-selection of linguistic items. This did not seem sufficient, as was seen in chapter 5, Long & Crookes (1991) emphasized the need for learners to attend to form consciously. Issues of cognitive demand placed on the learner by the complexity of tasks have raised the question of how to reduce the cognitive load the learner has to cope with. This involves linguistic difficulty, but also problems related to cultural schemata and task familiarity. This cognitive demand may make it difficult for the learner to deploy cognitive resources to notice inter- and intra-lingual gaps.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.