1. Introduction
Due to the demands of communicative ability for students, communicative language teaching (CLT) which takes communicative competence as the goal of language teaching experienced rapid growth within teaching paradigm. In CLT, Pedagogical tasks are adopted due to the belief that activities that involve real communication promote learning (Nunan, 2002). Communicative competence of learners can be developed through the task implement. The use of tasks is different among two versions of CLT, namely, a strong version and a weak one. The weak version represented by PPP method is task-referenced but focus on the form of language and do not encourage much language use (Willis, 2007). The limitation of weak form prompts the strong version, namely, Task-Based Language Teaching (TBLT) which means ‘a teaching approach using tasks as the essential unit of planning and instruction in language teaching’ (Richards and Rodgers, 2005:223). The significance of the task has been acknowledged not only in CLT but also in many fields. Nunan (2004) points out the concept of ‘task’ values in syllabus design, classroom teaching and learner assessment. But problems occur, teachers need to design the tasks and assess the performance of students in CLT. In this essay, the basic meaning and characteristics of the task and the structure of the task will be explained first and some principals for task design and task assessment will be studied in the following section.
2. Tasks
There is no completely agreement about the definition of the task. Scholars elaborate the definition from various perspectives. Task can be classified according to various taxonomies. Scholars like Long (1985), Breen (1987), Prabhu (1987), Crookes (1986), Nunan (1989), Skehan and Swain (2001) defines the concept of ‘task’ based on their understanding. Reviewing those definitions, there are similarities in those definition they made while there are also diversities among definition. By analyzing those definitions, some main features of the task can be made and the comprehensive meaning of pedagogical task can be understood.
2.1 Definition and Characteristics
Although various definitions exist, scholars reach consensus on some aspects. First of all, a task should be an activity performed by language leaner to achieve an objective. Tasks are designed with specific purposes. In other words, tasks are meaningful. Crooks (1986) illustrates that a task is ‘a piece of work or an activity, usually with a specified objectivity ’. Another agreement among scholars is that an outcome is expected after the enforcement of the task. Prabhu (1987) asserts that a task is ‘an activity which require learner to arrive at an outcome’. Students will give a presentation to complete the task. Teachers can therefore assess students and provide feedback. Moreover, the aim of the task is indisputable. Tasks are designed to foster the ability of language learners, especially communicative competence. Bygate, Skehan, and Swan (2001) stress the use of language, namely, the speaking skill. A task can combine oral and written activities according to Long (1985).In the classroom teaching, tasks are mainly about oral activities but can combine with reading or writing activities. Therefore, any of the four language skills can be involved in a task but mainly the speaking skill. Meanwhile, those definitions demonstrate authenticity which means tasks need to have links to real-world activities. Tasks as the teaching activity make language learners prepare for the use of language in real situation. Examples like buying clothes and booking a hotel clearly display the relationship with the real life. However, some tasks like describing a picture and telling stories do not demonstrate the distinct relationship to real life. Actually, Skehan (1996a) elaborates that ‘there is some sort of relationship to the
English less artificial and more like the real world? The communicative approach focuses on language as a means of communication which has a social purpose, rather than just another classroom subject, as it is less structured than traditional teaching methods. It eliminates the repetitiveness of grammar drills. This approach embraces a whole spectrum of functions relating to real-life situations, such as seeking information, apologizing, expressing likes and dislikes etc. It ensures that students employ…
attainment in the pronunciation of a foreign language. Studies in Second Language Learning 19, 447–465. Broeder, P., Extra, G. and van Hout, R. (1993) Richness and variety in the develop ing lexicon. In C. Perdue (ed.) Adult Language Acquisition: Field Methods (pp. 145–163). Cambridge: Cambridge University Press. Burstall, C. (1975) Primary French in the balance.…
communication can be considered genres (textual responses to recurring situations that all group members and understand)? What kinds of specialized language (what lexis) do group members use in their conversation and in their genres? Name some examples—TESOL, "on the fly,” "86," and so on. What communicative function does this lexis serve (that is, why say "86" instead of "we are out of this"?) Who are the "old-timers" with expertise? Who are the newcomers with less expertise? How do newcomers learn…
usually immersed in the communicative language learning classroom. However, I was still under the examination-oriented system when I did the teaching outside my university. Even though, as mentioned in Tsui’s article, Chinese government conducted CLT method in English education; and more and more schools and institutions jointed the trend, the larger social context was not changed. Due to the large population, we had tons of standards and pressure for entrance and exams or standard-tests seem the only…
INDIVIDUAL LEARNING GOALS WITH LEARNERS1.5- BE ABLE TO COMMUNICATE WITH LEARNERS AND OTHER LEARNING PROFESSIONALS1.10- UNDERSTAND PRINCIPLES OF INCLUSIVE LEARNING AND TEACHING AND KEY CURRICULUM ISSUES IN A SPECIALIST AREA1.11- UNDERSTAND HOW TYPES AND METHODS OF ASSESSMENT ARE USED IN LIFELONG LEARNING1.12- UNDERSTAND THE PRINCIPLES OF EVALUATING LEARNING PROGRAMMESConclusionReference | 12344 to 55 to 66 to 77 to 8889 | As a Surface Design and Textiles graduate, currently undertaking the PGCE, I am…
Types of Assessment Tests 1) Develop a chart (matrix) of 1000−1,250 words that compares and contrasts the different types of assessments, the characteristics of each, and for what situations each is best suited. It should address the following: a) How is each type of assessment scored? b) Discuss the value and limitations of each test in determining knowledge and skill standards. c) Analyze each instrument for reliability and validity. 2) APA format is not required, but solid academic writing…
附件20: 广东外语外贸大学 商务英语本科毕业(学位)论文 ( 200 届 ) 论文题目Promoting Dynamic Interplay between Study (英文) and Research in ELT Practice 论文题目在英语教学中力求学习与研究的相互促进 (中文) 继教(公开)学院 商务英语 自考 A4纸打印,两端对齐,行间距1.25倍,左边距3厘米,右边距2.5厘米,上下边距2.5厘米。 Promoting Dynamic Interplay between Study and Research in ELT Practice Wu Benhu Abstract: This paper first explores the significance of research in comparison to the other two sources of human…
for an unconscious patient. Irani (2001) states evidence-based practice is essential to ensure the effective and efficient management of patients. In addition my mentor used both cognitive and behaviour modelling, which is promoted as good teaching methods by Ziegler (2005), to give me confidence in breaking out of the rule governed behaviour and allow me to start making care management decisions. Benner (1984) explains that advanced beginners start to show situational perception and by the end of this…
trainee teachers with a view to improve student learning through feeding developing theory into changing practice. Despite the recent drive towards mass participation in higher education, most lecturers have not accounted for these changes in teaching methods. The process of conscious reflection upon everyday practice as a teacher necessarily incorporates consideration of student needs and encourages revision of practice and sometimes adaptation. Reflection followed by action creates change not only…
Facilitating the comprehensibility of L2 speech:Teaching English word stress rules to Chinese EFL learners in the IELTS cramming classes 1. Introduction The motivation behind this paper is that oral English has become one of the key obstacles of Chinese Students in learning and teaching activities in the context of higher education in English speaking countries. Both the lecturers and students reflect the difficulties in comprehending the speech of the Chinese students (Yen and Kuzuma, 2009). This…