Resumen de Aproximaciones cognitivo-interaccionistas al aprendizaje de segundas lenguas mediante tareas
Task-based language learning constitutes one of the most popular proposals for second language pedagogy in the last fifteen years, and it is also a burgeoning research area within instructed second language acquisition. Yet, several distinct traditions have evolved whose differences are t00 often ignored in specialized discussions. In the present article, I offer an overview of four cognitive-interactionist approaches to the investigation of task-based language learning. 1 map their historical roots and the main theoretical arguments each makes for competence-expanding benefits. 1 also evaluate (he research methodologies underlying each of these four traditions, identifying major challenges that await each program the full potential of task-based language~ pedagogies for improving instructed second language acquisition is to be better understood.
