IMPLICATIONS OF TASK-BASED LEARNING AND COGNITIVE THEORY ON LANGUAGE LEARNING

Abstract

Second Language Acquisition (SLA) and applied linguistics are strongly influenced in this way through Task-Based Learning (TBL) and Cognitive Theory. This study investigates the intersection of TBL with cognitive theoretical perspectives, highlighting the roles of cognitive mechanisms (e.g., attention, memory, and problem-solving) in language learning. This paper explores the cognitive processes that TBL employs to facilitate effective language acquisition, synthesizing 15–20 scholarly sources, such as empirical studies, books, and journal articles.

In each review, TBL was found to develop more profound processing of language, in part because presenting a task with a focus on meaningful communicative use of language takes the focus away from the lexicon provided to a peer, or avoided as a means of rote memorization. The key factor is that linguistic forms are incorporated into focal attention, and research shows that this is both promoted through task complexity and supported through scaffolding (Ahmadian&García Mayo, 2023). Moreover, the information is retained better when learners engage in some form of input-focused task that necessitates producing the input with the focus on form and retrieval (VanPatten, 2004). Additionally, problem-solving tasks encourage analytical thinking, which helps students develop fluency as well as accuracy (Baralt&Leow, 2022).

Underpinning the language acquisition process, Vygotsky’s (1978) Zone of Proximal Development highlights the paradigm of collaborative learning that is enhanced through peer interaction for feedback and negotiation of meaning. Drawing on long exposure to communicative tasks and data collection strategies, the research enlightens that ideal task design and feedback mechanisms can augment communicative competence and retention. Further studies need to examine how TBL can impact SLA over time and how individual cognitive differences can affect performance in TBL tasks. This research has implications for applied linguistics as it shows how TBL and cognitive theory can be integrated strategically in a manner that optimizes language instruction.