Language learning activities in the Spanish L2 classroom related to a task-based framework: What types are the most commonly occurring according to Swedish learners?

The present study investigates language learners’ perceptions of what types learning activities they carry out in the Spanish second (L2) classroom and are most common ones. A further aim is to investigate how align with a model based on task-based teaching. group studied Swedish learners as L2 setting, where class exposure first (L1) generally limited. carried therefore expected have high impact acquisition Spanish. participants were tested after finishing secondary school. reported activities, which long run should lead goal attainment according national curriculum, ranked classified. activity then graded along scale explicit/analytic – implicit/experiential, teaching, an approach that closely related action-oriented view language, central Common European Framework Reference for Languages syllabus. Ninety-nine included study, quantitative data consisting self-report questionnaires estimate typically been involved in. Results show dominance structural focus-on-form rather than meaningful communication, writing-based activities. also has direct implications classroom, it points importance including more communicative oral without support from writing