oa Alternation - Theory-based features of task-based course design: isiXhosa for specific purposes in Local Government

Volume 11, Issue 2
  • ISSN : 1023-1757



Research in the field of second language teaching and learning over the past two decades has been characterised to a significant extent by the investigation of issues relating to the interaction of second language acquisition (SLA) theory on the one hand, and teaching methodology and materials design, on the other (Allwright and Bailey, 1991, Brown 2000, Cook, 2003, Gass 1995, Jordens 1996, McDonough and Shaw 2003, Van Patten 2002). Researchers have increasingly become preoccupied with refining and extending the theoretical principles underlying SLA and exploring the consequences and implications of theoretical principles for instructional methodology and materials (Bandar 2004, Cook, 1996, Coyle 2000, Larsen-Freeman and Long 1991, Mitchell and Myles 1998, Pieneman 1998, Seidlhofer and Widdowson 1998, Sharwood Smith 1993). In particular, much work has been concerned with the form-meaning relationship in second language learning and teaching.

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