| Título: | APROXIMACIONES COGNITIVO-INTERACCIONISTAS AL APRENDIZAJE DE SEGUNDAS LENGUAS MEDIANTE TAREAS |
| Autores: | Ortega, Lourdes |
| Tipo de documento: | texto impreso |
| Editorial: | Universidad de Sevilla // UNED, 2017-01-31 |
| Dimensiones: | application/pdf |
| Nota general: |
ELIA: Estudios de Lingüística Inglesa Aplicada; Núm. 5 (2004); 15-38 2253-8283 1576-5059 Copyright (c) 2017 ELIA: Estudios de Lingüística Inglesa Aplicada http://creativecommons.org/licenses/by-nc-nd/4.0 |
| Idiomas: | Español |
| Palabras clave: | ARTÍCULOS DE INVESTIGACIÓN / RESEARCH ARTICLES |
| Resumen: | AbstractTask-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. |
| En línea: | http://revistas.uned.es/index.php/ELIA/article/view/18105 |
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