Teacher‐ and Learner‐Led Discourse in Task‐Based Grammar Instruction: Providing Procedural Assistance for L2 Morphosyntactic Development
Abstract
This study compares quantitative and qualitative results for task‐based second language (L2) grammar instruction conducted as whole‐class, teacher‐led discourse (TLD) versus small‐group, learner‐led discourse (LLD). Participants included 78 English‐speaking adults from six university classes of beginning L2 Spanish, with two assigned to each treatment (LLD = 25; TLD = 28) and two others comprising a control group (n= 25). Instruction involved seven lessons targeting the anticausative clitic se, with one recorded and transcribed in each treatment. Results on grammaticality judgment and guided production tasks administered as a pretest, posttest, and delayed posttest indicated a stronger performance for TLD learners on both tasks. The transcript data suggest a potential for teachers to facilitate L2 learning by directing attention to target structures and providing procedural assistance for processing output.
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Increased peer interaction led to improved production of English conditionals, the target feature.
“Nevertheless, increased peer interaction led to improved production of English conditionals, the target feature (see also Buckwalter 2001;Toth 2008;Smith 2009).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Toth 2008
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“Nevertheless, increased peer interaction led to improved production of English conditionals, the target feature (see also Buckwalter 2001; Toth 2008; Smith 2009).”
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“…has been the subject of extensive empirical and conceptual activity within the SLA field from across epistemological paradigms (Cazden, 2001; Hall, 2010; Hall & Verplaetse, 2000; Hellermann, 2003; Seedhouse, 2004; Toth, 2008, 2011; van Lier, 1988, 1996; Walsh, 2006; Waring, 2008; Wells, 1993).”
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“However, a few studies show that peer feedback can facilitate learning if teachers encourage learners to correct their peers’ mistakes and also provide them with the tools to do so (see Chu, 2013; Martin & Sippel, 2021; Sato & Lyster, 2012; Sippel & Jackson, 2015; Sippel, 2019; Toth, 2008).”
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Self-citationIs giving better than receiving?
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“Toth (2008) identified this same problem of students’ peer feedback accuracy and suggested the need for training.”
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“…body of research providing evidence for the positive effects of peer feedback on language learning, especially if learners are trained to correct their peers’ mistakes (see Lundstrom & Baker, 2009; Martin & Sippel, 2021a; Sato & Lyster, 2012; Sippel, 2019, 2021; Sippel & Jackson, 2015; Toth, 2008).”
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“We used the category ongoing mediation or “procedural assistance” (Toth, 2008) for those discourse moves that occurred midway between learners’ attempts to formulate an utterance.”
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“However, as Toth (2008) himself noted, the qualitative data, though informative, was limited to the recording of one task by one group only, which limited insights on the quantity and quality of the input/output opportunities that students had in their peer groups and how this compared with the…”
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“…importance of peer feedback skill training (Lyster et al., 2013; Philp et al., 2010; Sato, 2013; Sato & Ballinger, 2016; Sluijsmans et al., 2004; Toth, 2008; van Zundert et al., 2010), yet there’s a notable gap in using asynchronous mobile microlearning for this purpose in language learning…”
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“Receiving constructive feedback from peers helped them feel more prepared and less nervous, echoing findings by Dörnyei (2014) and Toth (2008), who observed that peer support lowers speaking anxiety and promotes confidence.”
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“…would allow us to understand why learners ignored the vast majority of errors produced by their peers and missed out the learning opportunity surrounding interactional feedback in the original study (see also Pica, Lincoln-Porter, Paninos, & Linnell, 1996; Toth, 2008; Xu, Fan, & Xu, 2019).”
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Methodology of Task-Based Language Teaching
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InfluentialEllis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.018
Evaluating Task-Based Language Teaching
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.017
Investigating Task-Based Programmes
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.015
Questions, Challenges and the Future
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.020
Cognitive-Interactionist Perspectives
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.006
Task-Based Testing and Assessment
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.014
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.021
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.005
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.002
Responding to the Critics of Task-Based Language Teaching
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.019
The Pedagogic Background to Task-Based Language Teaching
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.004
Farr, F. (2019) · Task-Based Language Teaching · doi:10.1017/9781108635547.002
Teacher-Assisted vs. Peer-Assisted Performances and L2 Development: A Mixed Methods Approach
Sadri, E., & Tahririan, M. (2018) · doi:10.22055/rals.2018.13403
“However, these studies have focused on internalization at the expense of ongoing and immediate developmental changes (e.g., Nassaji & Swain, 2000; Swain & Lapkin, 2002; Sato & Lyster, 2012; Toth, 2008).”
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Task-Based Language Teaching: Introduction
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.003
Task-Based Language Teaching: Index
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.023
Task-Based Language Teaching: References
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · Task-Based Language Teaching · doi:10.1017/9781108643689.022
- Authors
- Toth, P. D.
- Affiliations
- University of Wisconsin–Madison (US)
- Corresponding author
- Toth, Paul D.
- ORCID
- Toth, Paul D.
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2008-04-10
- Volume
- 58
- Issue
- 2
- Pages
- 237-283
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2150598833
- Cited by
- 149
- References
- 0
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 2 · 2023: 3 · 2022: 5 · 2021: 47 · 2020: 9 · 2019: 26 · 2018: 5 · 2017: 1 · 2016: 12 · 2015: 7 · 2014: 5 · 2013: 7 · 2012: 8
- FWCI
- 23.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Learning (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- small group instruction, procedural assistance, morphosyntactic development, second language Spanish, grammaticality judgment, classroom discourse
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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