Theme: Speaking as an interactive process Table of content

d) Problem solving Tasks
Problem solving tasks are considered the most authentic tasks, since they resemble tasks that take place in real life situations (Bruton, 1999: 7). Problemsolving tasks can’t be considered information gap tasks because all participants have the same information. However, it is a reasoning gap task, because 62 different students will have different opinions on how to solve the problem (Klippel, 1984: 102-103 & Martin, 1997: 131). Actually, some of the problems require just one correct solution, however, most of the tasks under this category lead to a discussion of several ways of solving the problem. The problem tasks themselves range from the imaginary to the more realistic which the learners might conceivably have to face outside the classroom. Badrawi (1997: 97), Willis (1996 a: 27) and Liao (2001: 40) classified problem solving tasks to: short puzzles, real life problems, guessing tasks and completion tasks.
The language needed for problem-solving tasks depends on the topic of each task, but in general students will have to make suggestions, give reasons, accept, modify or reject suggestions and reasons given by others (Nation, 1991).
Social interactive tasks:
These tasks are those involving a relatively detectable degree of role transparency. Examples of these tasks are role-play, drama, scenario, and interviews. Role play and interviews are discussed below.
a) Task -based role plays:
Role play refers to all sorts of tasks where learners imagine themselves in a situation outside; sometimes playing the role of someone other than themselves (Dinapoli, 2000: 6 and Liao, 2001: 40). The most critical element to consider when designing role-play tasks is that they should satisfy communicative tasks criteria especially the focus on a certain outcome to be achieved at the end of the task. In other words, role play tasks should include a problem solving element (Willis, 1996,b: 54). Bygate (1987: 67) and Swain el al. (2002) identify different kinds of role play according to the kind of control practiced as follows:
* Role-playing controlled through cued dialogues.
* Role-playing controlled through situation and goals.
* Role-playing in the form of debate or discussion. 63 It is apparent that the second and third types conform to the definition of communicative tasks since they give learners a goal to achieve without too much control on what they are supposed to say.