Task-based language learning and teaching

Abstract

Abstract Different theoretical perspectives have informed task-based research exploring variables related to individual differences. Whilst the majority of studies have been undertaken with adult learners, there is a small and growing body of work investigating what younger learners do when they use tasks. Informed by the literature and database search, this review extends our previous paper ( Oliver & Bogachenko, 2019 ), addressing the specific individual difference of age . It outlines differences in the way younger and older learners approach tasks, how they negotiate for meaning, whether or not and how they use input and different types of feedback (e.g., recasts), and how and to what extent they modify their output. The findings show that other factors, such as type of tasks and task modality, learner proficiency, context of learning (e.g., teacher-fronted, types of peer pairings) combine with age to impact the type of task-based interactions that occur. It also suggests teachers may be more or less effective using task-based teaching according to the age of their learners, for example, either by scaffolding pre-task (for younger learners) or providing support during task (for older learners). Pedagogically, however, the research shows that regardless of age, learners benefit from task-based interaction and in a range of instructional settings. Even so, there are clear age differences, and it is vital that the age of learners is taken into account. Much more research is needed to further develop age-appropriate task guidelines for teachers.