Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study

Abstract

This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their teacher, over two lessons. These tasks drew students’ attention to markers of plurality in French. Students did not receive any explicit explanation of these features. Tests established that they acquired receptive knowledge of new vocabulary and target structures in comparison with a control group (n = 15) that completed the tests only. The teacher successfully implemented the tasks and considered the materials effective but also suggested improvements.

Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction

“…Specifically, empirical studies have demonstrated the benefits of task interactions for language learning (see Mackey & Goo, 2007, for a review). Erlam and Ellis (2018) investigated the effect of input-based tasks on the learning of vocabulary and grammar, and found that within the short period of two lessons, students acquired receptive knowledge of French vocabulary and productive knowledge of French target structures when compared to instruction on the same content without using input-based tasks. Similarly, Doughty and Pica (1986) found that when a conversational task, such as an information gap (IG) activity, required students to exchange information, more language output was produced, making the task more conducive to language learning than a task that asked only for optional information exchange.…”

Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018)

“…Reflecting the hidden assumption referred to above, beginner-level learners are typically taught through direct instruction by presenting and practising linguistic items deemed appropriate for this level. This was certainly true of the instructional context in Erlam & Ellis (2018). Thus, the input-based approach we investigated constituted an innovation.…”

“…Also, many grammatical features are redundant in context and thus will not be attended to unless the task makes this necessary. In Erlam & Ellis (2018) and in the replication study reported below we designed tasks that aimed to make form-function mapping of the target words and grammar features essential for achieving the task outcomes.…”

“…With the addition of a set of tasks around the new theme of ANIMALS, there were 21 target lexical items, 8 more than in Erlam & Ellis (2018). The target lexical items are listed in Table 3 below.…”

“…The same instructional tasks used in Erlam & Ellis (2018) were used in the present study except that an attempt was made to take up the teacher's suggestion that the tasks could be made more engaging by incorporating a competitive element. The modified task was called the FLYSWAT task, which is described below in Table 4.…”