THE COMPLETED TASK, A FACILITATOR OF LINGUISTIC ACQUISITION IN TANDEM LEARNING OF FRENCH L2 AND SPANISH L3: A SOCIOLINGUISTIC PERSPECTIVE
THE COMPLETED TASK, A FACILITATOR OF LINGUISTIC ACQUISITION IN TANDEM LEARNING OF FRENCH L2 AND SPANISH L3: A SOCIOLINGUISTIC PERSPECTIVE

Summary/Abstract: This article investigates the instructional, cognitive and sociolinguistic functions of the completed task—conceived as the already solved, transparent and reusable learning model—in the tandem learning of French L2 and Spanish L3 in Romanian secondary education. Drawing on Task-Based Language Teaching (Ellis, 2003), Input Processing Theory (VanPatten, 2015), cross-linguistic similarity research (Ringbom, 2007), intercultural competence (Byram, 1997), and socio-affective motivation theory (Gardner, 1985), the study argues that completed tasks operate simultaneously as cognitive scaffolds, attitudinal anchors and sociolinguistic artefacts. Through classroom micro-studies and paradigmatic examples (grammar-in-context, comparative clitic structures, pragmatic registers, periphrastic constructions) the paper demonstrates how model-based tasks activate noticing, catalyze positive transfer between the two Romance languages, and promote sociocultural awareness. The completed task becomes therefore a persistent linguistic presence—a methodological device that stabilizes interlanguage patterns while fostering learner autonomy and intercultural competence.

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