Results 61 to 70 of about 27,627,710 (155)

Developing L2 semantic knowledge of English modality through concept‐based language instruction: Do cognitive linguistics materials have an advantage?

The Modern Language Journal, Volume 110, Issue 2, Page 540-567, Summer 2026.
Abstract This study investigates the pedagogical impact of integrating cognitive linguistics (CL) into concept‐based language instruction (C‐BLI) for teaching English modal verbs. Eighty‐nine Mandarin‐speaking university learners were assigned to one of three instructional conditions: C‐BLI with CL‐based conceptualizations (C‐BLI‐CL), C‐BLI with non‐CL
Helen Zhao, James P. Lantolf
wiley   +1 more source

Making all repertoires count: Re‐envisioning TBLT through critical multilingual language awareness

The Modern Language Journal, Volume 110, Issue 2, Page 657-681, Summer 2026.
Abstract As calls intensify for language education to provide authentic exposure to linguistic and cultural diversity—an essential condition for preparing learners to navigate an interconnected world—concerns about the declining status of additional language study reveal an important challenge.
Koen Van Gorp
wiley   +1 more source

Task- Based Language Teaching TBLT in Improving Students’ Speaking Proficiency

, 2020
This article explores about the use of Task-Based Language Teaching can improve the speaking proficiency students of class XII IPA SMAN 1 Amali Kabupaten Bone. The research method was used is Experimental design. The populations were 350 students of SMAN
Sabil, Marhaeni
core   +1 more source

From a Learner's Perspective: Tracing L2 Interactional Competence Development in Video‐Mediated Task‐Based Interactions

International Journal of Applied Linguistics, Volume 36, Issue 2, Page 1628-1640, May 2026.
ABSTRACT In task‐based language learning, learners have to deal with the challenge of moving the task and the talk concurrently forward. In doing so, they develop sets of task‐relevant, interactional, and multimodal resources. In this study we use multimodal longitudinal conversation analysis to investigate one learner's L2 interactional competence ...
Carmen Konzett‐Firth, Ufuk Balaman
wiley   +1 more source

Relationships of Linguistic Complexity and Accuracy to Functional Adequacy Across L2 English Speaking and Writing: Roles of L2 Proficiency and Task Type

International Journal of Applied Linguistics, Volume 36, Issue 1, Page 322-335, February 2026.
ABSTRACT Most research into the relationships of linguistic complexity and accuracy to functional adequacy has focused on either spoken or written mode. The current study extended previous studies by investigating these associations across both modalities and how the nature of these relationships was influenced by learners’ L2 proficiency and task type.
Xiaojun Lu, Yui Suzukida
wiley   +1 more source

Task-based approaches to teaching and assessing pragmatics/ edited by Naoko Taguchi and YouJin Kim.

, 2018
Includes bibliographical references."This volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of pragmatics can be ...
Taguchi Naoko, Kim Youjin
core  

Collaborative Writing and Learning of Reported Speech During Mixed‐Age Peer Interactions in English as a Foreign Language Classroom

International Journal of Applied Linguistics, Volume 36, Issue 1, Page 819-834, February 2026.
ABSTRACT Peer collaboration is an essential part of learning in mixed‐age (M‐A) classrooms, and the same applies to writing and learning grammar in the secondary school curriculum. Although a growing body of research has shown language learning benefits of collaborative writing (CW), only very few have been conducted with secondary school students ...
Tomáš Kos, Friedrich Zoe Lara
wiley   +1 more source

Exploring Mature Students’ Perspectives on Task-Based Language Teaching in a Ghanaian Private University: A Qualitative Study

Pan-African Journal of Education and Social Sciences
Task-based Language Teaching (TBLT), a student-centered language teaching method, has emerged as an effective language teaching approach for improving the language competency levels of all students, including mature students.
Susana Adjei-Mensah
doaj   +1 more source

Patterns of corrective feedback in a task-based adult EFL classroom setting in China

, 2017
This chapter reports on a study that investigated patterns of corrective feedback observed in teacher - student and student - student interaction in a task-based EFL class at a medium-sized university in China.
Li, Huifang, Iwashita, Noriko
core  

Neural Correlates of Task‐Specific Willingness to Communicate: Expanding the Research Agenda

TESOL Quarterly, Volume 59, Issue S2, Page S150-S160, December 2025.
Abstract Learners' affective responses to pedagogic tasks and the effort that they invest in completing them are critical to the learning that takes place through tasks in task‐based language teaching (TBLT) (Lambert, Aubrey, & Bui, 2023). Fluctuations in learners' willingness to communicate (WTC) during pedagogic tasks—or task‐specific WTC (Aubrey ...
Craig Lambert
wiley   +1 more source