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In:Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan
Edited by Zhisheng (Edward) Wen and Mohammad Javad Ahmadian
[Task-Based Language Teaching 13] 2019
► pp. 229–252

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Chapter 10
Input-based tasks in the French language classroom

 | University of Auckland
Published online: 28 August 2019
DOI logo with link
https://doi.org/10.1075/tblt.13.11erl
This study extended previous research by investigating the effectiveness of input-based instruction with beginner-level learners of French. Students completed a series of 11 focused tasks over 3 lessons which aimed to have them make form-meaning connections for target lexical and grammatical items. They received no explicit grammatical instruction. The tasks were taught by their classroom teacher during their normal French programme. An examination of the transcripts of the instruction allowed for information to be collected about the number of times that students were required to make form-meaning connections for each of the target items. Evidence of their learning on both measures of comprehension and production is presented, as well as evidence of the relationship between form-meaning connections (FMCs) and learning gains made.
Article outline
  • Introduction
  • Theoretical background
  • Research on form-meaning connections and second language acquisition
  • The present study
  • Participants
  • Research method
  • Target structures
    • Lexical items
    • Grammatical items
  • Instructional treatments
  • Testing instruments
    • Vocabulary test
    • Elicited imitation test
  • Analysis
    • Examples of FMCs
    • Examples of exposure
  • Results
    • Lexical gains
    • Grammatical gains
  • Discussion
  • Conclusion
  • Image links, credits, and changes made
  • Acknowledgement
  • References
References (30)
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2025. Task-based language learning and the daily-life language challenges of older Chinese migrants. International Journal of Bilingual Education and Bilingualism 28:7 ► pp. 764 ff. DOI logo

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