Journal | EL.LE
Journal issue | 8 | 3 | 2019
Research Article | Mediation and Task-Based Language Learning (TBLL)
Mediation and Task-Based Language Learning (TBLL)
How Autonomous Learning Enhances Mediation Competencies
Abstract
The present qualitative case study analyses the development of mediation strategies in English TBLL classes. Particular relevance is given to mediation strategies enhanced by cooperative learning and social interaction in the classroom: among these the ability to manage discourse, to work cooperatively and to help structure discourse and turn-taking in order to grant active participation of all members are highlighted. TBLL promotes autonomous learning and problem solving processes, as students interact and negotiate meanings as well as contents to complete tasks and produce an outcome. It is in this pedagogical context that mediation strategies are activated on different levels and support learners in the attempt to handle challenging linguistic and content-related situations. The study was carried out in a third class of a secondary school and 22 students between 15 and 16 years took part in the data collection. English TBLL modules were inserted in curricular English classes and audio-and video registrations were made during the lessons. A discourse analytical approach was applied for the analysis of the audio and video registration, in particular of the negotiating process, and semi-structured interviews were carried out with 5 students at the end of the project.
Submitted: June 20, 2019 | Accepted: Sept. 28, 2019 | Published June 4, 2020 | Language: en
Keywords Task-based langugage learning • Scaffolding • Learner autonomy • Cooperative learning • Mediation
Copyright © 2019 Gisela Mayr. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2019/03/010
