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Exploring tasks‐as‐process in Spanish L2 classrooms: Can corpus‐based tasks facilitate language exploration, language use, and engagement?
Author(s) -
Marcos Miguel Nausica
Publication year - 2021
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/ijal.12314
Subject(s) - task (project management) , process (computing) , computer science , task analysis , divergence (linguistics) , fidelity , psychology , field (mathematics) , language education , linguistics , mathematics education , telecommunications , philosophy , mathematics , management , pure mathematics , economics , operating system
This study contributes to the field of corpus‐based language teaching and learning by analyzing interactions observed while learners engaged with tasks requiring the use of corpus tools in two sections of a university level Spanish L2 content course. Tasks‐as‐process (i.e., real‐time interactions between learners and materials) were analyzed for (1) divergence from teacher's intent (the task‐as‐workplan), (2) completion, (3) off‐task behavior, and (4) L1 use. Learners showed a relative fidelity to the task‐as‐workplan. Difficulties completing tasks were due to difficulties hypothesizing about language use. Off‐task behavior was motivated by learners’ social relationships. The L1 was used to explore language and to socialize. In general, this data illustrates that corpus‐based tasks do generate communication, exploration, and engagement in the L2 classroom.