APROXIMACIONES COGNITIVO-INTERACCIONISTAS AL APRENDIZAJE DE SEGUNDAS LENGUAS MEDIANTE TAREAS

Autores/as

  • Lourdes Ortega

Palabras clave:

aprendizaje mediante tareas, adquisición de segunda lengua en el aula, interacción y adquisición, producción forzada, manipulación cognitiva de tareas, marco cognitivo-interaccionista, ASL

Resumen

Abstract

Task-based language learning constitutes one of the most popular proposals for second language pedagogy in the last fifteen years, and it is also a burgeoning research area within instructed second language acquisition. Yet, several distinct traditions have evolved whose differences are too often ignored in specialized discussions. In the present article, I offer an overview of four cognitive-interactionist approaches to the investigation of task-based language learning. I map their historical roots and the main theoretical arguments each makes for competence-expanding benefits. I also evaluate the research methodologies underlying each of these four traditions, identifying major challenges that await each program if the full pontential of task-based language pedagogies for improving instructed second language acquisition is to be better understood.

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Cómo citar

Ortega, L. (2017). APROXIMACIONES COGNITIVO-INTERACCIONISTAS AL APRENDIZAJE DE SEGUNDAS LENGUAS MEDIANTE TAREAS. ELIA: Estudios De Lingüística Inglesa Aplicada, (5), 15–38. Recuperado a partir de https://revistas.uned.es/index.php/ELIA/article/view/18105

Número

Sección

ARTÍCULOS DE INVESTIGACIÓN / RESEARCH ARTICLES