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ELT Journal 1999 53(3):149-156; doi:10.1093/elt/53.3.149
© 1999 by Oxford University Press
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Task-based interaction

Paul Seedhouse

Taught EFL in Austria, Thailand, Brunei, and Spain, and is currently Director of the Centre for International Studies in Education at the University of Newcastle. He has an RSA Diploma in TEFL, an MSc in Teaching English from Aston University, and a DPhil from the University of York. His current research interest is in applying CA methodology to the analysis of L2 classroom interaction. E-mail: <paul.seedhouse{at}ncl.ac.uk>

The ‘task’ has become a fundamental concept in language teaching pedagogy. However, there is a lack of studies which present a ‘holistic’ analysis and evaluation of the interaction produced by tasks in the class-room. Based on a database of lesson extracts, this article attempts to characterize task-based interaction as a variety, discusses its pedagogical and interactional advantages and disadvantages, and considers what kinds of learning it might be promoting.


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