4. Tasks and traditional practice activities in a foreign language context

Mackey, Alison; Fujii, Akiko; Biesenbach-Lucas, Sigrun; Weger, Heather; Dolgova Jacobsen, Natalia; Wright, Lyn; Lake, Julie; Sondermann, Kerstin; Tagarelli, Kaitlyn; Tsujita, Mari; Watanabe, Atsuko; Abbuhl, Rebekha; Kim, Katie

doi:10.1075/lllt.34.07ch4

In:Second Language Interaction in Diverse Educational Contexts
Edited by Kim McDonough and Alison Mackey
[Language Learning & Language Teaching 34] 2013
► pp. 71–88

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4. Tasks and traditional practice activities in a foreign language context

Published online: 28 February 2013

https://doi.org/10.1075/lllt.34.07ch4

In this study, learners carried out tasks and traditional practice activities in an authentic instructional context: English as a Foreign Language (EFL) in Japan (n = 37). Learners’ production on pre- and posttests was analyzed to investigate second language (L2) development with respect to the production of question forms. Quantitative results suggest that tasks and traditional practice activities were equally effective at promoting second language (L2) development. The results are discussed with respect to learners’ beliefs and attitudes towards the type of L2 instruction they received, and the role of context in L2 learning.

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