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4. Tasks and traditional practice activities in a foreign language context

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Abstract

In this study, learners carried out tasks and traditional practice activities in an authentic instructional context: English as a Foreign Language (EFL) in Japan (n = 37). Learners’ production on pre- and posttests was analyzed to investigate second language (L2) development with respect to the production of question forms. Quantitative results suggest that tasks and traditional practice activities were equally effective at promoting second language (L2) development. The results are discussed with respect to learners’ beliefs and attitudes towards the type of L2 instruction they received, and the role of context in L2 learning.

Abstract

In this study, learners carried out tasks and traditional practice activities in an authentic instructional context: English as a Foreign Language (EFL) in Japan (n = 37). Learners’ production on pre- and posttests was analyzed to investigate second language (L2) development with respect to the production of question forms. Quantitative results suggest that tasks and traditional practice activities were equally effective at promoting second language (L2) development. The results are discussed with respect to learners’ beliefs and attitudes towards the type of L2 instruction they received, and the role of context in L2 learning.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Preface xi
  5. Part I. Interactions in L2 classrooms
  6. 1. Promoting attention to form through task repetition in a Korean EFL context 3
  7. 2. Language-related episodes during collaborative tasks 25
  8. 3. The impact of increasing task complexity on L2 pragmatic moves 45
  9. 4. Tasks and traditional practice activities in a foreign language context 71
  10. 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
  11. 6. Classroom interaction and learning opportunities across time and space 109
  12. Part II. Interactions involving technology
  13. 7. The cyber language exchange 129
  14. 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
  15. 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
  16. 10. Preemptive feedback in CALL 189
  17. 11. Learner perceptions of clickers as a source of feedback in the classroom 209
  18. Part III. Interactions in other educational settings
  19. 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
  20. 13. The effectiveness of interactive group orals for placement testing 247
  21. 14. Interaction in conversation groups 269
  22. 15. Language production opportunities during whole-group interaction in conversation group settings 293
  23. Appendix 315
  24. Index 317
Second Language Interaction in Diverse Educational Contexts
This chapter is in the book Second Language Interaction in Diverse Educational Contexts
https://doi.org/10.1075/lllt.34.07ch4

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Preface xi
  5. Part I. Interactions in L2 classrooms
  6. 1. Promoting attention to form through task repetition in a Korean EFL context 3
  7. 2. Language-related episodes during collaborative tasks 25
  8. 3. The impact of increasing task complexity on L2 pragmatic moves 45
  9. 4. Tasks and traditional practice activities in a foreign language context 71
  10. 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction 89
  11. 6. Classroom interaction and learning opportunities across time and space 109
  12. Part II. Interactions involving technology
  13. 7. The cyber language exchange 129
  14. 8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences 147
  15. 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions 167
  16. 10. Preemptive feedback in CALL 189
  17. 11. Learner perceptions of clickers as a source of feedback in the classroom 209
  18. Part III. Interactions in other educational settings
  19. 12. International engineering graduate students’ interactional patterns on a paired speaking test 227
  20. 13. The effectiveness of interactive group orals for placement testing 247
  21. 14. Interaction in conversation groups 269
  22. 15. Language production opportunities during whole-group interaction in conversation group settings 293
  23. Appendix 315
  24. Index 317
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