Academic Bibliography

 Search 200 years of publications by Ghent University researchers.
Advanced search
Add to list
  1. Search results
  2. Exploring tasks-as-process in Spanish...

Exploring tasks-as-process in Spanish L2 classrooms : can corpus-based tasks facilitate language exploration, language use, and engagement?

Nausica Marcos Miguel (UGent)
(2021) INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS. 31(2). p.211-228
Author
Organization
Abstract
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.
Keywords
classroom materials, Spanish L2, task-as-workplan, task-as-process, language awareness, CLT, corpus tools, corpus, materiales, espanol como, L2, ELE, tarea, consciencia linguistica, enfoque comunicativo, herramientas de corpus, CONSULTATION, LEARNERS, CORPORA, PAIR

Citation

Please use this url to cite or link to this publication:

MLA
Marcos Miguel, Nausica. “Exploring Tasks-as-Process in Spanish L2 Classrooms : Can Corpus-Based Tasks Facilitate Language Exploration, Language Use, and Engagement?” INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, vol. 31, no. 2, 2021, pp. 211–28, doi:10.1111/ijal.12314.
APA
Marcos Miguel, N. (2021). Exploring tasks-as-process in Spanish L2 classrooms : can corpus-based tasks facilitate language exploration, language use, and engagement? INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, 31(2), 211–228. https://doi.org/10.1111/ijal.12314
Chicago author-date
Marcos Miguel, Nausica. 2021. “Exploring Tasks-as-Process in Spanish L2 Classrooms : Can Corpus-Based Tasks Facilitate Language Exploration, Language Use, and Engagement?” INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS 31 (2): 211–28. https://doi.org/10.1111/ijal.12314.
Chicago author-date (all authors)
Marcos Miguel, Nausica. 2021. “Exploring Tasks-as-Process in Spanish L2 Classrooms : Can Corpus-Based Tasks Facilitate Language Exploration, Language Use, and Engagement?” INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS 31 (2): 211–228. doi:10.1111/ijal.12314.
Vancouver
1.
Marcos Miguel N. Exploring tasks-as-process in Spanish L2 classrooms : can corpus-based tasks facilitate language exploration, language use, and engagement? INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS. 2021;31(2):211–28.
IEEE
[1]
N. Marcos Miguel, “Exploring tasks-as-process in Spanish L2 classrooms : can corpus-based tasks facilitate language exploration, language use, and engagement?,” INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, vol. 31, no. 2, pp. 211–228, 2021.
@article{01H1RCSH19MY3BYZYQXBRTV2D6,
  abstract     = {{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.}},
  author       = {{Marcos Miguel, Nausica}},
  issn         = {{0802-6106}},
  journal      = {{INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS}},
  keywords     = {{classroom materials,Spanish L2,task-as-workplan,task-as-process,language awareness,CLT,corpus tools,corpus,materiales,espanol como,L2,ELE,tarea,consciencia linguistica,enfoque comunicativo,herramientas de corpus,CONSULTATION,LEARNERS,CORPORA,PAIR}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{211--228}},
  title        = {{Exploring tasks-as-process in Spanish L2 classrooms : can corpus-based tasks facilitate language exploration, language use, and engagement?}},
  url          = {{http://doi.org/10.1111/ijal.12314}},
  volume       = {{31}},
  year         = {{2021}},
}
Altmetric
View in Altmetric
Web of Science
Times cited: