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Enhancing Language Learning Through Task-Based Accuracy and Grammar Engagement

This article explores effective strategies for improving language learning by addressing grammar and accuracy within task work. It emphasizes the importance of engaging learners in meaningful interactions while providing appropriate linguistic exposure. The techniques discussed include pre-teaching important linguistic forms, reducing cognitive complexity, and offering opportunities for learners to notice grammatical structures. Additionally, it examines the role of practice and consciousness-raising in acquiring implicit grammatical knowledge, while highlighting empirical findings on the effectiveness of these methods.

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Enhancing Language Learning Through Task-Based Accuracy and Grammar Engagement

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  1. AddresingGrammarwithinTaskWork • Exposuretolanguage at anappropiatelevel of difficulty. • Engagement in meaning-focusedinteraction in thelanguage. • Opportunitiesforlearnerstonoticeorattendtolinguisticformwhileusingthelanguage. • Opportunitiestoexpandthelanguageresourceslearnersmake use of over time.

  2. AddresingAccuracy Prior totheTask • By pre-teachingcertainlinguisticformsthat can be usedwhilecompleting a task. • Byreducingthecognitivecomplexity of thetask. • Bygiving time to plan thetask.

  3. AddresingAccuracyDuringtheTask • Participation • Procedures • 1. Preparatoryactivitydesignedtoprovideschemata, vocabulary and language. • 2. Dialogue listeningtask, tomodelshorterversion of target task. • 3. Dialogue practicetask, toprovidefurtherclarification of task.

  4. 4. Firstpractice, using role-playcues. • 5. Follow-up listening • 6. Second role-playpractice • Resouces • Order • Product

  5. AddresingAccuracyAftertheTask • Public Performance • Repeat Performance

  6. Doespracticework? • There are strongempiricaland theoricalgroundstodoubttheefficacy of practice. Itmayhavelimitedpsycholinguisticvalidity. • Practiceisdirected at theacqusition of implicitknowledge of a grammarstructure. • Theresults of bothtypes of research are notencouragingforsupporters of practice.

  7. A number of empiricalstudentshaveinvestigatedwhetherpracticecontributesto L2 acquisition. • Thesestudies are of twokinds: thosethatseekto relate theamount of practiceachievedbye individual learnerswith general increase in proficiency and thosethathaveexaminedwhetherpracticingspecificlinguisticstructureresults in itsacquisition.

  8. Consciousness-raising: • Itisunlikelytoresult in inmediateacquisition. • More likelyitwillhave a delayedeffect. It can be deductive and inductive. • There are somelimitationsforexampleitcannot be usedforyounglearners, (thosewholiketolearnbydoingratherthanstudying.)

  9. Facilitatestheacquisition of thegrammaticalknowledgeneededforcommunication. • Theacquisition of implicitknowledgeinvolvesthreeprocesses. • Noticing • Comparing • Integrating

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