Description
Book SynopsisThe book introduces an innovative way of teaching grammatical language awareness via socio-cultural learning tasks (SCLTs). It takes a close look at task-supported teaching/learning and socio-cultural learning theory and how they are combined to develop challenging and motivating learning tasks. It also presents ways to implement SCLTs in heterogeneous EFL classrooms and evaluates the learning potential of SCLTs against the backdrop of a more traditional teaching and learning approach (PPP). Besides the illumination of the very promising concept of SCLTs, the applied qualitative and quantitative research methods hope to be a valuable contribution to SLA research.
Table of ContentsContents: Combination of task-supported language teaching/learning and socio-cultural learning theory – Development of socio-cultural learning tasks (SCLTs) – Implementation of SCLTs in EFL classroom (treatment group) – Implementation of PPP (control group) – Evaluation of SCLTs in a quasi-experimental study (target: students’ grammatical language awareness).
