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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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Paul Seedhouse (1999) studied this question.
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