Options for vocabulary learning through communication tasks

摘要: In a task-based approach to learning, learners will often meet new vocabulary 'in passing', as they pursue communicative goals. This paper argues that such encounters can be turned the learners' advantage, and rather than remove difficult words, teachers should consider number of cooperative options for exposing words during interaction. The article examines data from classroom tasks where had deal with task performance without access dictionary or teacher's intervention. results suggest not only rich language use resulted negotiating but meaning many these was retained in days after performance. concludes by considering post-task reinforcing learning.