Cognitive psychology and task-based language learning

Abstract

Task-based language teaching is currently much discussed as an approach
to second language tcaching. This paper addresses the issue of
how the system of the language is internalized in task-based learning.
First it looks at what is meant when people describe an approach as
'task-based'. This serves to highlight two major dimensions, which are
then discussed in relation to task-based learning. The paper goes on to
look at three strands in cognitive psychology which are relevant to
helping us understand how the language system is internalized in task-based
learning. Finally, it suggests some pedagogical conclusions.