Skip Navigation

Applied Linguistics 1991 12(1):62-75; doi:10.1093/applin/12.1.62
© 1991 by Oxford University Press
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by FOLEY, J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Articles

A Phycholinguistic Framework for Task-based Approaches to Language Teaching

JOSEPH FOLEY

National University of Singapore

The article attempts to argue that the Vygotskyan hypothesis of regulation offers a psycholinguistic framework which could help us understand more fully some of the principles underlying Task-based approaches to second language teaching. Second language learning is seen here as essentially an internal, selfregulating process which will vary according to the individual and cannot be specifically controlled by the syllabus or the teacher. However, as with a child's development, it must be part of a social interaction between the self and more experienced members of the community.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?




Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.