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

Task-based writing activities in EFL classrooms

Apart from the fact that modern English teaching is mostly about communicating in the target langauge, there are often situations learners have to write something in English. Whereas the communicative purpose of task-based English teaching is to let learners actively use the language in appropriate interactional settings, there are also possibilities to apply task-based learning to writing activities.
The general explenation of the task-cycle above showed that in the task-phase students get the chance to interact with each other and experiment with the target language without much in- terference by the teacher; thus, language-based correctness is not as important as in a later planning- or report-phase. With a look at writing activities it seems to be different: “For lear- ners this process [writing] challenges their current language system. Composing in the target language often demands a ‘restructuring‘ of language form; it forces learners to examine as- pects of their current grammatical knowledge and adapt and exploit it so that it will carry the meanings they wish to express“ (Willis, 2009, pp. 236-237). Willis (2009) shows very clearly that writing is a complex process for second language learners because they are forced to stick to grammatical rules. They cannot write as they speak so they have to have a certain background knowledge about linguistic features in the target language.
But not only is the clarification or creation of ideas the main reason for writing in English classrooms; Willis (2009) again gives several examples for writing activites in EFL class- rooms, such as creating brochures, guide books for tourists, school newspapers or magazines. The interesting thing with these examples is that they are not restricted to a consideration in- side the classroom: “Could your class actually ‘publish‘ something for other classes to read or listen to, or even for wider distributions outside school, possibly by email?“ (Willis, 2009, p. 238). With regard to the motivational aspect of task-based language learning this would pro- bably be a perfect example of how to reinforce learners‘ effort into the writing activity; in this case it is a project rather than only an activity. Writing in English is not only an essential part of the learning process of advanced learners but it also has to be taught in young learners‘ EFL classrooms in order to achieve a more distinct second language acquisition.