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- W51255071 abstract "This paper examines disagreement over how second language learning tasks create conditions needed for language acquisition by exploring and comparing three second language acquisition theories: input-based; output-based; and interactionist. Each theory is described, and some new conclusions are drawn. It is argued that a task should: be meaningful; be cognitively appropriate; be fun; involve all participants in coming to a clear, defined conclusion; and allow for a planning stage. To accomplish the task, students need: support, through language boxes; different ways to say things; training in classroom feedback language; and pre-teaching. Contains 20 references. (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Current Task-Based Language Teaching: Some Issues and Models Ch Steven Brown 00 Assistant Professor of English c, Youtigstown State University presented at the Ohio TESOL/Lau Resource Center Fall Conference 1998 Dublin, OH October 31, 1998 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ilk This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BESTCOPYAVAILABLE PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" @default.
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- W51255071 title "Current Task-Based Language Teaching: Some Issues and Models." @default.
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