2016
DOI: 10.1080/09571736.2016.1236523
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Task-based language teaching and learning

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Cited by 40 publications
(22 citation statements)
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“…However, predictability is hardly feasible, especially due to the complex operations of L2 learning as well as the complex structure of human mind. Suffice it to say, implementing the task-as-process (see Breen 1989;Ellis 2003;Seedhouse 2004Seedhouse , 2010 is not a simple undertaking to be carried out with controlled measure of any learning variables within the cognitive and social domains; rather, it requires the consideration of the learner's idiosyncratic, cognitive, cultural, and social and/or ecological factors, the variable features of a dynamically complex, communicative environment of L2 learning, the changing, distinctive characteristics and functions of the task(s) in action, the influx of the construct-irrelevant factors coming around as obstacles to the learning process, etc. (see, e.g., Ellis 1990Ellis , 1994Segalowitz 2003;Skehan 2000).…”
Section: Phenomenological Nature Of Scaffolding and Its Implicationmentioning
confidence: 99%
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“…However, predictability is hardly feasible, especially due to the complex operations of L2 learning as well as the complex structure of human mind. Suffice it to say, implementing the task-as-process (see Breen 1989;Ellis 2003;Seedhouse 2004Seedhouse , 2010 is not a simple undertaking to be carried out with controlled measure of any learning variables within the cognitive and social domains; rather, it requires the consideration of the learner's idiosyncratic, cognitive, cultural, and social and/or ecological factors, the variable features of a dynamically complex, communicative environment of L2 learning, the changing, distinctive characteristics and functions of the task(s) in action, the influx of the construct-irrelevant factors coming around as obstacles to the learning process, etc. (see, e.g., Ellis 1990Ellis , 1994Segalowitz 2003;Skehan 2000).…”
Section: Phenomenological Nature Of Scaffolding and Its Implicationmentioning
confidence: 99%
“…It is an other-regulated, dependent, or allocentric, entity but not a self-regulated, other-regulating entity. At the other end of the spectrum in SLA, it is safely argued that despite the dynamicity and flexibility of the educational work in general, as its name suggests (Van Lier 2004), learners survive with variability, certainly thanks to the acknowledged variability of interlanguage (Larsen-Freeman 1991;Ellis 1990Ellis , 1994Tarone 1990). The major focus of the argument is that such variability occurs synchronically, whether the learner is self-assisted (through self-regulated thinking) or other-assisted (through instruction and interaction).…”
Section: Phenomenological Nature Of Scaffolding and Its Implicationmentioning
confidence: 99%
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