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Sociocultural Theory and Task‐Based Language Teaching: The Role of Praxis
Author(s) -
Feryok Anne
Publication year - 2017
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.1002/tesq.390
Subject(s) - sociocultural evolution , praxis , citation , task (project management) , sociology , library science , mathematics education , media studies , psychology , computer science , epistemology , anthropology , management , philosophy , economics
The social psychologist Kurt Lewin famously wrote, “There is nothing more practical than a good theory” (1952, p. 169). Task-based language teaching (TBLT) has strong links to practical activities in the real world, and TBLT theory and research contributes to pedagogical practice. However, the relationship between theory and practice is primarily one-way, according to Bygate (2016), who argues that TBLT theory is tested in practice more often than practice is shaped by the theory. It is a different matter, however, if one focuses on TBLT research conducted in sociocultural theory (SCT). SCT addresses the relationship between theory and practice through praxis, the idea that theory guides practice and practice shapes theory (see Vygotsky, 1987). Praxis is central to a sociocultural approach to second language learning and teaching (Lantolf & Poehner, 2014; Lantolf & Thorne, 2006; van Compernolle, 2015), including research on tasks. In this article I look at how SCT contributes to TBLT through praxis.