Communicating about Grammar: A Task-Based Approach
Abstract
Providing learners with grammar problems they must solve interactively integrates grammar instruction with opportunities for meaningful communication. This article reports the results of an exploratory study of the use of a communicative, grammar-based task in the college EFL classroom. The two research questions addressed are whether the task successfully promoted L2 linguistic knowledge of a specific grammar point and whether it produced the kind of negotiated interaction which has been assumed to facilitate L2 acquisition. The limited results of this investigation suggest that the grammar task encouraged communication about grammar and enabled EFL learners to increase their knowledge of a difficult L2 rule.
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Consciousness-raising tasks elicit general talk in the L2.
“They elicit general talk in the L2.For evidence of these claims see studies by Fotos and Ellis (1991) and Eckerth (2008) [11].”
From Towards a modular language curriculum for using tasks (2019) · cites this paper as Fotos and Ellis (1991)
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References 30 · Cited by 408
- Authors
- Fotos, S., & Ellis, R.
- Affiliations
- Temple University, Japan (JP)
- ORCID
- Ellis, Rod
- Venue
- TESOL Quarterly
- Publisher
- JSTOR
- Published
- 1991
- Volume
- 25
- Issue
- 4
- Pages
- 605
- ISSN
- 0039-8322 (ISSN-L)
- OpenAlex
- W1993941353
- Cited by
- 408
- References
- 30
- Citations by year
- 2026: 4 · 2025: 7 · 2024: 7 · 2023: 12 · 2022: 6 · 2021: 4 · 2020: 11 · 2019: 35 · 2018: 16 · 2017: 18 · 2016: 11 · 2015: 20 · 2014: 38 · 2013: 14 · 2012: 21
- FWCI
- 26.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- TESOL Quarterly (publishedVersion)
- Funders
- Temple University
- 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 › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- grammar instruction, task-based language teaching, communicative language teaching, EFL learners, second language acquisition, negotiated interaction, grammatical knowledge
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