Designing Tasks to Promote Interaction

dc.creator	Viáfara John Jairo
dc.creator	Castañeda Mireya Esther
dc.creator	González Moravia Elizabeth
dc.date	2002-08-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:24:46Z
dc.date.available	2015-08-12T11:24:46Z
dc.identifier	1657-0790
dc.identifier	https://doaj.org/article/88d067e1b53a4980979616f72381abab
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29987
dc.description	Four tasks, set up by an English teacher in his EFL lessons with undergraduate Licenciatura students, were analyzed and compared on the basis of the input involved while they were being developed. The nature of input was established for each case through observing particular features of each task as well as factors that might affect input in those. At the end, it was seen how tasks play an essential role in the way participants make an effort to understand and be understood in their interactions.
dc.language	English
dc.publisher	Universidad Nacional de Colombia, Facultad de Ciencias Humanas
dc.relation	http://www.revistas.unal.edu.co/index.php/profile/article/view/11332
dc.relation	https://doaj.org/toc/1657-0790
dc.rights	CC BY
dc.source	Profile Issues in Teachers' Professional Development, Vol 3, Iss 1 (2002)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Designing Tasks to Promote Interaction
dc.type	article