Lecture the problems of linguodidactics in teaching foreign language methodology in ongoing education lecture outline

LECTURE 4. THE ROLE OF TASKS AND GAMES IN TEACHING FOREIGN LANGUAGES
PLAN:
1. The role of tasks in teaching foreign languages
2. The role of games in teaching foreign languages
1. THE ROLE OF TASKS IN TEACHING FOREIGN LANGUAGES.
Task-based work helps students to build more self-confidence to use the target language (both inside and outside the classroom). Tasks are fun for learners and may enhance their language learning motivation in class. Tasks can be rewarding for learners because the students have to work toward a clear goal.
WHAT IS TASK? A task is (1) a classroom activity or exercise that has (a) an objective attainable only by the interaction among participants, (b) a mechanism for structuring and sequencing interaction, and (c) a focus on meaning exchange; (2) a language learning endeavor that requires learners to comprehend, manipulate, and/or produce the target language as they perform some set of workplans. (Lee 2000:32)
There are different definitions of the term ―task‖ in language teaching ,ethodology books. According to N.S.Prabhu ―task is an activivty which requires learners to arrive at an outcome through some process of thought, and which allows teachers to control and regulate that process‖. Penny Urr says: task os something that learners do that involves them using or working with language to achieve some specific outcome. David Nunan considers task to be an activity that leanres complete like problem-solving activities or information gap acitivies that is task usually focuses on communication.
WHAT IS AN EXERCISE?
Bill Van Patten describes ―exercises‖ as activities that focus on language mechanics and often use language out of context.
“Tasks”, in contrast, are activities that have a product, goal, objective or outcome that require using the target language to achieve it, but are not focused on mechanics.
With tasks the goal is independent of language. Research overwhelmingly shows that language used in context is most beneficial to language acquisition. Tasks are an effective way of providing communicative activities to students.
IS THE ACTIVITY AN EXERCISE OR A TASK?
Consider these aspects of activities when determining if it is an exercise or a task:
The Activity is an exercise if it…

• 
  focuses only correct examples of language.
  
• 
  uses language out of context.
  
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  focuses on producing small amounts of language.
  
• 
  doesn‘t focus on meaningful communication.
  
• 
  dictates language structures and vocabulary.
  

The Activity is a task if it…

• 
  focuses on achieving communication.
  
• 
  focuses on meaningful use of language.
  
• 
  employs communication strategies.
  
• 
  does not use predictable language.
  
• 
  links language use to context.
  
• 
  does not dictate language structures.
  

HOW DO I DESIGN TASK?
1. Choose a theme and a goal. Keep in mind particular vocabulary themes or language structures that you would like students to use and craft the activity accordingly.
2. Explain the task and desired outcome.
3. Pairs/groups engage in task. Teacher engages as necessary to keep task on track.
4. Pairs/groups share out their goals with other groups or as a whole class.
5. Teacher provides an individual extension activity.