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dc.contributor.authorCuesta Cuesta, Mª Rosario
dc.date.accessioned2022-11-14T10:11:52Z
dc.date.available2022-11-14T10:11:52Z
dc.date.issued1996
dc.identifier.issne-2530-8335
dc.identifier.urihttp://riull.ull.es/xmlui/handle/915/30609
dc.description.abstractThis paper will examine the reasons why learners drop grammar or fail to attend to it. It will concern itself, therefore, with the factors involved in determining task-difficulty. It will also consider different classifications of criteria for task design and put forward proposals for the regulation of learner language through task design. The key with taskbased learning is how to ensure a measure of regulation over learner activity, so that the acquisition of fluency is not developed at the expense of accuracy and interlanguage restructuring.en_EN
dc.language.isoenes_ES
dc.relation.ispartofseriesRevista Canaria de Estudios Ingleses Año 1996, n. 32-33, pp. 61-76;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleTask Designen_EN
dc.typeinfo:eu-repo/semantics/article
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional