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The Conversational Outcomes of Task Implementation

机译：任务执行的会话结果

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摘要

Arguing that tasks are primarily a resource to deploy interactions in the classroom, the present study uses a conversation analysis framework to investigate forms of talk resulting from the implementation of the task-based language teaching approach (TBLT) in the second language (L2) classroom. On the basis of three extracts selected from naturally occurring conversations between second semester beginners in French and their teacher as they are completing a comprehension task and a production task in situ, the study uncovers five types of interactions, respectively labeled the teaching interaction, the L1 to L2 how do you say exchange, the correctness interaction, the correction interaction and the repair exchange. Variations across types are apparent in the turn-taking system and in the sequential organization of the interactions. The variations are explained by referring to the characteristics of the two tasks as work plans, as well as to the contextual factors (i.e. the underlying activity and the classroom organization) that are put into place during the implementation of the tasks. Finally, the teaching implications of the study’s findings are discussed, arguing that this kind of research may be useful for teacher training purposes insofar as it provides classroom input to reflect upon the processes at play during TBLT implementation.
机译：争论任务主要是在教室中进行交互的资源，因此本研究使用对话分析框架来调查第二语言（L2）教室中基于任务的语言教学方法（TBLT）的实施所产生的谈话形式。根据从法语第二学期初学者和他们的老师完成原地理解任务和生产任务时自然发生的对话中选取的三种摘录的基础，研究发现了五种类型的互动，分别标记为教学互动，即L1对L2怎么说交换，正确性互动，正确性互动和维修交流。类型之间的差异在转弯系统和交互的顺序组织中很明显。通过将两个任务的特征作为工作计划以及在执行任务过程中放置​​的上下文因素（即基础活动和教室组织）来说明差异。最后，讨论了研究结果的教学意义，认为这种研究可能对教师培训有用，因为它可以提供课堂意见，以反思TBLT实施过程中的过程。

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