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1、LanguageTeachingResearchhttp://ltr.sagepub.comTask-basedresearchandlanguagepedagogyRodEllisLanguageTeachingResearch2000;4;193DOI:10.1177/136216880000400302Theonlineversionofthisarticlecanbefoundat:http://ltr.sagepub.com/cgi/content/abstract/4/3/193Publishedby:http://www.sagepublications.
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3、s(thisarticlecites18articleshostedontheSAGEJournalsOnlineandHighWirePressplatforms):http://ltr.sagepub.com/cgi/content/refs/4/3/193Downloadedfromhttp://ltr.sagepub.comatUNIVOFILLINOISURBANAonJuly23,2008©2000SAGEPublications.Allrightsreserved.Notforcommercialuseorunauthorizeddistribution.
4、LanguageTeachingResearch4,3(2000);pp.193–220Task-basedresearchandlanguagepedagogy1RodEllisUniversityofAucklandTwoverydifferenttheoreticalaccountsoftask-basedlanguageuseandlearningarecritiquedandtheirrelevanceforlanguagepedagogydiscussed.Oneaccount,whichwillbereferredtoasthepsycholinguist
5、icperspective,drawsonacomputationalmodelofsecondlanguage(L2)acquisition(Lantolf,1996).Accordingtothisperspective,tasksareviewedasdevicesthatprovidelearnerswiththedatatheyneedforlearning;thedesignofataskisseenaspotentiallydeterminingthekindoflanguageuseandopportunitiesforlearningthatarise
6、.Threedifferentpsycholinguisticmodelsarediscussed:Long’sInteractionHypothesis,Skehan’s‘cognitiveapproach’andYule’sframeworkofcommunicativeefficiency.Thesecondtheoreticalaccountoftasksisthatprovidedbysocio-culturaltheory.Thisispremisedontheclaimthatparticipantsco-constructthe‘activity’the
7、yengageinwhenperformingatask,inaccordancewiththeirownsocio-historyandlocallydeterminedgoals,andthat,therefore,itisdifficulttomakereliablepredictionsregardingthekindsoflanguageuseandopportunitiesforlearningthatwillarise.Socio-culturaltheoryemphasizesthedialogicprocesses(su
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