Two very different theoretical accounts of task-based language use and learning are
critiqued and their relevance for language pedagogy discussed. One account, which
will be referred to as the psycholinguistic perspective, draws on a
computational model of second language (L2) acquisition (Lantolf, 1996). According
to this perspective, tasks are viewed as devices that provide learners with the data
they need for learning; the design of a task is seen as potentially determining the
kind of language use and opportunities for learning that arise.Three different
psycholinguistic models are discussed: Long’s Interaction Hypothesis,
Skehan’s ‘cognitive approach’ and Yule’s
framework of communicative efficiency. The second theoretical account of tasks is
that provided by socio-cultural theory. This is premised on the claim that
participants co-construct the ‘activity’ they engage in when
performing a task, in accordance with their own socio-history and locally determined
goals, and that, therefore, it is difficult to make reliable predictions regarding
the kinds of language use and opportunities for learning that will arise.
Socio-cultural theory emphasizes the dialogic processes (such as
‘scaffolding’) that arise in a task performance and how these
shape language use and learning. Both theoretical approaches afford insights that
are of value to task-based language pedagogy. The psycholinguistic approach provides
information that is of importance for planning task-based teaching and
learning. The socio-cultural approach illuminates the kinds of
improvisation that teachers and learners need to engage in during
task-based activity to promote communicative efficiency and L2 acquisition.
