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2 results

  • 4 - Sociocultural Perspectives

  • from Part II - Theoretical Perspectives
  • Rod Ellis, University of Auckland, Peter Skehan, Birkbeck College, University of London, Shaofeng Li, Florida State University, Natsuko Shintani, Kansai University, Osaka, Craig Lambert, Curtin University, Perth
  • Book:
    Task-Based Language Teaching
    Published online:
    07 October 2019
    Print publication:
    17 October 2019, pp 103-128

  • Summary

    Chapter 4 offers a sociocultural perspective on tasks. In sociocultural theory a ‘task’ is viewed an artefact for mediating learning through interaction. It views ‘task’ as always interpreted by the participants so that what the task is intended to achieve (i.e. the task-as-workplan) may well not match what the task actually achieves when it is performed (i.e. the task-as-process). Like the cognitive-interactionist perspective, the sociocultural perspective views tasks in terms of the interactions they give rise, emphasizing the importance of the collaborative nature of the interaction for ‘learning’ (defined as other-regulation) and for ‘development’ (defined as self-regulation). It reviews a range of research that has investigated tasks from a sociocultural perspective, including studies involving ‘languaging’, dynamic assessment and Concept-based Language Instruction.