The role of tasks in Language Learning & Teaching
The role of tasks in Language Learning & Teaching Task‑based learning offers an alternative to traditional language learning by offering pedagogical activities where: Meaning is primary; There is some communicative problem to solve, related with real-world activities; Language is determined by the completion of a central task and by what happens as the students complete it. Therefore, a (pedagogical) TASK is an activity to be performed, or a problem to be solved, that is carried out using language, and assessed in terms of a task outcome. Some examples of a TASK may be:
Asking / giving directions Describing an illness to a doctor Finding the differences in two pictures or texts Reading an email that requires a follow-up action
The task may involve any of the 4 skills: 1. Speaking 2. Listening
Telling a story based on pictures Writing a cover letter for a job application Designing a brochure Listening to an academic lecture Preparing a meal
3. Writing 4. Reading
Some potential benefits in using task-based lesson in L2 teaching are:
Task activities and achievement improve learner’s motivation and therefore promote learning; Tasks can be easily related to learners’ real life language needs; Task-based approach enables teachers to see if students are developing their ability to communicate purposefully and cooperatively; Tasks are flexible pedagogical tools: planning and success in performing the task can easily be personalized/individualized: students with different levels can operate on the same task, producing more sophisticated/simplified results, that can be evaluated/assessed keeping into account the actual competence achieved by each learner.
According to a more/less central role in the syllabus, we can choose between: Task-based approach Task-supported approach In Task-based approach, tasks are the KEY UNIT of the Syllabus design and instruction; therefore, both syllabus and assessment are determined in term of pedagogic tasks. In Task-supported approach, tasks are included in the Syllabus to enhance the material and offer additional opportunities for language learning; therefore, tasks are important but not defining components. While Task-based instruction may fruitfully develop learner’s involvement, creativity, fluency and authority of what is known, it could be less effective for the systematic teaching of a new language, especially where time is limited and out-of-class exposure is unavailable. Besides that, Task-based instruction requires resources beyond the textbooks and related material usually found in language classrooms.
Asking / giving directions Describing an illness to a doctor Finding the differences in two pictures or texts Reading an email that requires a follow-up action
The task may involve any of the 4 skills: 1. Speaking 2. Listening
Telling a story based on pictures Writing a cover letter for a job application Designing a brochure Listening to an academic lecture Preparing a meal
3. Writing 4. Reading
Some potential benefits in using task-based lesson in L2 teaching are:
Task activities and achievement improve learner’s motivation and therefore promote learning; Tasks can be easily related to learners’ real life language needs; Task-based approach enables teachers to see if students are developing their ability to communicate purposefully and cooperatively; Tasks are flexible pedagogical tools: planning and success in performing the task can easily be personalized/individualized: students with different levels can operate on the same task, producing more sophisticated/simplified results, that can be evaluated/assessed keeping into account the actual competence achieved by each learner.
According to a more/less central role in the syllabus, we can choose between: Task-based approach Task-supported approach In Task-based approach, tasks are the KEY UNIT of the Syllabus design and instruction; therefore, both syllabus and assessment are determined in term of pedagogic tasks. In Task-supported approach, tasks are included in the Syllabus to enhance the material and offer additional opportunities for language learning; therefore, tasks are important but not defining components. While Task-based instruction may fruitfully develop learner’s involvement, creativity, fluency and authority of what is known, it could be less effective for the systematic teaching of a new language, especially where time is limited and out-of-class exposure is unavailable. Besides that, Task-based instruction requires resources beyond the textbooks and related material usually found in language classrooms.
