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

Using the Technology in Task-Based Foreign Language Teaching

A definition of task-based learning

Contrary to lots of form-based exercises in EFL classrooms, task-based activities have its focus on meaning. Completing a task does not only mean to apply linguistic skills to pre-de- signed sentences but rather to put linguistic knowledge into a meaningful context in order to be successful in real world second language interactions. Ellis (2003) describes that “to this end, it requires them [the learners] to give primary attention to meaning and to make use of their own linguistic resources, although the design of the task may predispose them to choose particular forms. A task is intended to result in language use [...].“ Further, tasks have to refer to realistic situations which emphasize communication. Willis and Willis (1996) state that an effective task is “where the target language is used by the learner for a communicative outco- me“ (p. 173). In this context, the authors use the term “outcome“ which means that communi- cation can be productive “through the exchange of meanings“ (Nunan, 2004, p. 3).
Overall, the completion of a task can be seen as a problem-solving procedure to combine skills of linguistic form with a meaningful context in order to use the target language in a natural and communicative situation. The achievement of the communicative goal is one of the most important aspects in a pragmatic interactional situation. Nevertheless, Nunan (2004) shows that an essential part of such a situation is “[...] mobilizing the grammatical knowledge in order to express meaning“ (p. 4). If the learner is able to activate his or her linguistic knowledge, communication can be even more productive.
Considering the question how a task-based approach supports language learning Müller- Hartmann and Schocker von Ditfurth (2011) state that “tasks have the potential to support le- arning if they motivate learners to get involved“ (p. 63). Tasks need to have a communicative purpose and they must be “relevant to learners‘ language needs“ (p. 63). Another feature of task-based learning is that “tasks need to include an interactive element“ (p.67) in order to provide cooperative learning surroundings for the students. The following part will concentra- te on these aspects and shows how to turn them into practice in order to improve task support.