Task-based interactions in Spanish as a foreign language classroom
MetadataShow full item record
This study explored the influence of task-based language teaching (TBLT) on adolescents' second language (L2) learning in small group interactions. Specifically, it aimed to investigate how the performance of tasks avails non-native speakers (NNS) opportunities in language learning, especially as evidenced through their conversational moves and the development of student-generated scaffolding practices. A longitudinal data was collected in an urban setting with a total of forty-two participants who were identified as beginner level Spanish as a foreign language (FL) learners. Two of the classes were divided into small focus groups of NNSs and their classroom interactions were investigated for a total of six months. Quantitative data were collected through the administration of pre- and post- survey and questionnaire; Qualitative data were collected as audio and video recordings of interactions during tasks, student artifacts, observational field notes, and student introspections. In particular, three input-providing language tasks were administered to highlight students' sequential interrelated conversational moves, as well as their lexical development resulting from scaffolding. The study's main findings are as follows: First, it suggests that TBLT is a useful pedagogical construct for the FL classroom. Specifically, it uncovered the effective engagement of students' language development through their strategic use of the tasks. Significantly, unlike has been suggested through interactional literature, NNS/NNS scaffolding facilitated L2 lexical development through the use of a context in which students asked questions, responded, facilitated comprehension, and elicited peer and teacher feedback. This study contributes to our knowledge of FL pedagogy, draws implications for practice, and extends classroom-based research in the investigation of using task-based methodology in an FL setting.