research for language pedagogy as well as the use of tasks for second and foreign language teaching and learning. This approach highlights meaning exchange by focusing on goals and activities rather than on a primary concern for form. In this article, a task-based curriculum for advanced business language studies is proposed and examples are provided of tasks implemented in an advanced Business French course on international business. The first part of the article discusses the advantages of task-based language learning (TBL) for Second Language Acquisition (SLA) and business language studies, and describes a three-condition task model. The second part presents two taskbased activities. The tasks are analyzed in terms of organization, task goals, activities, language skills practiced, and linguistic and business objectives. Finally, some positive outcomes of a TBL curriculum for Business French students are noted and suggestions are given for future research.
"The “Why” and “How” of Task-Based Language Learning for Advanced Business French,"
Global Business Languages:
Vol. 19, Article 9.
Available at: http://docs.lib.purdue.edu/gbl/vol19/iss1/9