A Phsycolinguistic Framework For Task-Based Approach To Language Teaching  

Oleh:

Foley, Joseph

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 12 no. 1 (Mar. 1991), page 62-75.
Fulltext: Vol 12, 1, p 62-75.pdf (886.79KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/12 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The article attempts to argue that the Vygotskyan hypothesis of regulation offers a psycholinguistic framework which could help us understand more fully some of the principles underlying Task-based approaches to second language teaching. Second language learning is seen here as essentially an internal, self-regulating process which will vary according to the individual and cannot be specifically controlled by the syllabus or the teacher. However, as with a child's development, it must be part of a social interaction between the self and more experienced members of the community.

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