Task-based language teaching (TBLT) is an approach to second or foreign language teaching that relies on authentic language use in meaning-based, communicative tasks. It is considered a strong form of communicative language teaching and has various versions; as Ellis et al. (2020) pointed out, "TBLT is not monolithic but incorporates a range of possibilities which share the central idea that a language is best learned through the effort to use it communicatively" (p. 23). The notion of TBLT emerged in the 1980s in reaction to more traditional, teacher-centered, structure-based approaches, and since then it has gathered considerable momentum, becoming a prominent topic for discussion and debate among researchers and practitioners.East's (2021, pp. 68-72) overview of illustrative cases of TBLT implementation in different contexts all over the world indicates that putting TBLT into practice is a rather challenging endeavor; in fact, besides a general agreement on "the essential characteristics of a task (real-world relationship; focus on meaning; gap; and outcome)," there seems to be no consensus about "where,
This paper discusses the issues that emerged from applying frame semantics to the development of a small-scale bilingual database for Greek and English motion verbs. Proposing an alternative to current lexicography in Greece, the database exploits available corpora and query systems, and carries out a (manual) frame-semantic analysis of the extracted data. The most important theoretical implication of the database is that by combining frame semantics with conceptual metaphor theory and corpus-based information on usage patterns, we can make precise (monolingual) descriptions and effective (cross-linguistic) comparisons. From a practical perspective, the database complements existing English FrameNet and contributes to the creation of a new resource, i.e. a FrameNet for Greek.
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