Methods for designing tasks for independent inquiry

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dc.contributor.authorZhuk, Valentyna A.en
dc.contributor.authorЖук, Валентина Аркадіївнаuk
dc.date.accessioned2026-08-28T21:00:26Z
dc.date.available2026-08-28T21:00:26Z
dc.date.issued2026
dc.description.abstractIndependent inquiry in language learning is not accidental; it depends on deliberate task architecture. Rather than planning primarily what to explain, the teacher designs conditions that enable learners to discover relationships in language through structured interaction with meaningful input (National Research Council, 2000; Ellis, 2003). In inquiry-oriented tasks, learners are not expected to produce “correct” forms immediately. Instead, they treat language as evidence: they examine examples, compare alternatives, and justify interpretations in order to infer how meaning is built (Bybee et al., 2006; Svalberg, 2007). Well-designed inquiry tasks are driven by noticing, yet noticing rarely happens automatically. Task prompts therefore guide attention without explicitly naming the target feature, so learners can form hypotheses before formal clarification (Schmidt, 1990). For instance, learners might read brief narratives about past events and discuss which actions feel like background and which feel central, an indirect route to exploring how grammatical choices shape salience and meaning (Schmidt, 1990; Svalberg, 2007). Similarly, comparing multiple emails that request help using different expressions invites learners to reason about politeness and interpersonal distance, focusing on interpretation rather than error correction (Svalberg, 2007).en
dc.identifier.citationZhuk V. Methods for designing tasks for independent inquiry. Когнітивно-прагматичні та мультимодальні виміри дискурсу : матеріали Всеукр. наук.-практ. інтернет-конф., присвяч. пам’яті д-ра філол. наук, проф. Т. О. Бровченко (Одеса, 4 берез. 2026 р.). Одеса : Букаєв Вадим Вікторович, 2026. С. 344–345.en
dc.identifier.urihttps://dspace.onu.edu.ua/handle/123456789/45072
dc.language.isouk
dc.publisherБукаєв Вадим Вікторовичuk
dc.subjectlanguage learningen
dc.subjectindependent inquiryen
dc.subjecttask architectureen
dc.subjectinquiry-oriented tasken
dc.subjectinquiry depthen
dc.subjectinquiry inputen
dc.subjectlanguage awareness-oriented pedagogyen
dc.titleMethods for designing tasks for independent inquiryen
dc.typeArticleen
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