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|Title:||Learner-Centered Tasks in the Foreign Language Classroom||Authors:||Thomson, C.K.||Issue Date:||1992||Citation:||Thomson, C.K. (1992). Learner-Centered Tasks in the Foreign Language Classroom. Foreign Language Annals 25 (6) : 523-531. ScholarBank@NUS Repository.||Abstract:||Learner-centered tasks in the foreign-language classroom are examined, with focus on communicative language teaching & self-directed learning. Also presented is an analytical framework utilized for task design that is based on the work of David Nunan (Designing Tasks for the Communicative Classroom, New York: Cambridge U Press, 1989). Methods by which classroom tasks can be analyzed are delineated. A case study of first-year Japanese language students (N = 220) is presented that describes a learner-centered communicatively based task with increased self-directed learning. A task description of a "Japanese language study interview" is exemplified & suggestions are made for the learner's role, the teacher's role, the process of the task, the learning of skills, & learner output. It is concluded that the application of communicative, process-oriented, learner-focused, self-directed learning is realistic for commonly found institutional settings. H. L. Stidger.||Source Title:||Foreign Language Annals||URI:||http://scholarbank.nus.edu.sg/handle/10635/132362||ISSN:||0015718X|
|Appears in Collections:||Staff Publications|
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