Designing Tasks to Promote Interaction

• Autores: John Jairo Viáfara González, Esther Castañeda López, Moravia Elizabeth González Peláez
• Localización: Profile: Issues in Teachers' Professional Development, ISSN 1657-0790, ISSN-e 2256-5760, Vol. 3, Nº. 1, 2002 (Ejemplar dedicado a: PROFILE 3, NO.1. Issues in Teachers’ Professional Development), págs. 67-71
• Idioma: inglés
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• Resumen

  • Four tasks, set up by an English teacher in his EFL lessons with undergraduate Licenciatura students, were analyzed and compared on the basis of the input involved while they were being developed. The nature of input was established for each case through observing particular features of each task as well as factors that might affect input in those. At the end, it was seen how tasks play an essential role in the way participants make an effort to understand and be understood in their interactions.