In:Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference
Edited by Martin Bygate
[Task-Based Language Teaching 8] 2015
► pp. 157–192
Tasks, experiential learning, and meaning making activities
A functional approach
Published online: 5 November 2015
https://doi.org/10.1075/tblt.8.06moh
https://doi.org/10.1075/tblt.8.06moh
To address problems of low academic achievement by second language learners, task-based learning and teaching research must focus on academic content tasks that involve both form and meaning, language and content, academic discourse and disciplinary knowledge. How are such tasks 'experiential'? We draw upon a Systemic Functional Linguistic (SFL) analysis of language and discourse to develop a more adequate model of Kolb's experiential learning cycle that can capitalize on linguistic evidence, illuminate the analysis and development of language as a means of experiential learning, and locate experiential learning in the wider context of socio-semantic meaning-making activities. We illustrate this model with two contrasting examples: young children learning about magnetism, and college-level students learning about marketing.
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Cited by (5)
Cited by five other publications
Ellis, Rod
2021. Options in a task-based language-teaching curriculum. TASK. Journal on Task-Based Language Teaching and Learning 1:1 ► pp. 11 ff.
Andon, Nick, Martin Dewey & Constant Leung
2018. Tasks in the pedagogic space. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12], ► pp. 235 ff.
Kobayashi, Emi & Masaki Kobayashi
2018. Second language learning through repeated engagement in a poster presentation task. In Learning Language through Task Repetition [Task-Based Language Teaching, 11], ► pp. 223 ff.
Samuda, Virginia, Martin Bygate & Kris Van den Branden
2018. Introduction. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12], ► pp. 1 ff.
[no author supplied]
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