Focus on meaning, language and form

Many models of learning make a two-way distinction between form and meaning, or accuracy and fluency. But learners are often concerned with both form and meaning at the same time. This paper looks at a three-way distinction which takes account of this within a task-based framework. It illustrates the value of this model by looking at a task sequence built round a discussion task, (emphasis on spoken language) arguing that learning is most likely to take place when learners are concerned with formal accuracy within a communicative context. Dave Willis