Using Pyramid Discussions in the Task-based Classroom to Extend Student Talking Time

Mehran Esfandiari, Paul Knight


Since the emergence of Communicative Language Teaching (CLT), the belief that languages are acquired throughcommunication has been a central tenet of language teaching methodology. This belief has continued to be central tothe development of task-based approaches to language teaching that have built upon the ideas of CLT, its models oflanguage learning and ideas of learner-centeredness. This paper considers strategies to maximize studentcommunication within a task-based classroom environment and presents a case study into the use of pyramiddiscussions within a task-based classroom to maximize student communication. Working within Jane Willis’well-known task framework, this study shows how pyramid discussions can significantly help to increase studentcommunication opportunities when compared to more traditional teacher-fronted approaches.

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World Journal of English Language
ISSN 1925-0703(Print)  ISSN 1925-0711(Online)

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