Course paper on the theme «Tools for learning: technology and teaching strategies» Done by: Sodiqova Iroda

Conclusion

Tasks provide two key processing elements that are necessary for language learning: input and output

Copying lines and reciting a song or poem are incapable of meeting this criteria in their very design. Incorporating opportunities for both input and output into every task enable language leaners to practice negotiation, listening and re-defining, rephrasing, and on-the-spot thinking- all things that occur naturally in our lives on a daily basis.
With a first look at the implementation of task-based writing activites for young learners, therefore, a focus on the aspect of individualism seems to be appropriate. Speaking and writing skills have to be conveyed at the same time to create a mental connection between how a word is written and how it is pronounced. For young lear- ners this is very essential. Therefore, the following part of this term paper deals with a sepcial focus on young learners and a writing task-based teaching unit in particular. Firstly, the teaching unit will be described as it has been simulated in the seminar; finally, it will be evalua- ted from a task-based teaching perspective.
In modern second language teaching the role of task-based learning has become a very im- portant aspect. Due to the fact that very often exercises in EFL classrooms have no clear con- nection to real world situations, researchers and modern English teachers try to put emphasis on tasks which help learners to use the target language effectively in different situations outsi- de the classroom.
This term paper has its focus on the implementation of task-based learning and teaching in EFL classrooms and the way task-based activities can be designed especially for young learners. Based on the fact that motivation plays an important role in language learning, it is also necessary to concentrate on possibilities to make the English language attractive for young learners and to help them realizing that through task-based learning activities they can learn something which can be transfered to real life situations.
Appendix
Therefore, I would like to give a brief overview about task-based learning in general and the way it provides effective language learning with the help of motivational tasks in order to show that in-class language practice does not necessarily have to be an artificial situation. With a focus on young learners, I would like to concentrate on the question how to implement a task-based writing activity which supports creativity and active second language use.
What is task-based learning? Or should that be ‘task-based language teaching’? How do you ‘do’ it in class? What’s the difference between this and ‘project-based learning’? Read on!
Task-Based Learning (TBL) is a lesson structure, a method of sequencing activities in your lessons.
Sometimes called ‘Task-Based Language Teaching’, TBL lessons students solve a task that involves an authentic use of language, rather than completing simple language questions about grammar or vocabulary.
Task-Based Learning is a good way to get students engaged and using English. That, plus the collaborative element, builds confidence with language and social situations. It’s also been shown to be more aligned with how we actually learn a language.
So why doesn’t everyone use TBL all the time?
Well, there are a number of disadvantages with task-based learning, which we’ll look at in a minute. A lot of teachers try it once, it falls flat, and they don’t use it again. A big part of that first failure is that the ‘task’ isn’t really a task.