The document discusses constructivism according to Piaget, Vygotsky, and Bruner and introduces task-based language teaching. It defines a task as an activity where the target language is used by the learner for a communicative purpose to achieve an outcome. It lists several key features of a task, including that it involves using language for real-world processes, engages cognitive skills, and has a clear communicative outcome. It also summarizes Skehan's view that tasks focus on meaning, do not require regurgitating others' meanings, relate to real-world activities, prioritize task completion, and assess based on outcome. The document questions in what sense task-based language teaching can be considered a constructivist

1. Constructivism Piaget, Bruner, Vygotsky

2. Task-based Language Teaching

3. Instructivism vs Constructivism

5. Piaget

6. Abstract learning, constructionism

7. Vygotsky: Zone of proximal development

8. Bruner: scaffolding

9. Scaffolding in language learning

10. Task-based language teaching A task is an activity “where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” (Jane Willis, 1996:23)

11. R Ellis A task has several features as follows: 1. A task is a work plan (a plan for learner activity). 2. A task involves a primary focus on meaning. 3. A task involves real-world processes of language use. 4. A task can involve any of the four language skills. 5. A task engages cognitive processes such as selecting, classifying, ordering, and evaluating information in order to carry out the task. 6. A task has a clear defined communicative outcome.

12. Skehan (1998) 1. Meaning is primary 2. Learners are not given other people’s meaning to regurgitate 3. There is some sort of relationship to comparable real-world activities 4. Task completion has some priority 5. The assessment of the task is in terms of outcome