Tasks in Second Language Teaching

What is a task?
First, it is necessary to differentiate between target tasks and pedagogic ones. The former “refer(s) to uses
of language in the world beyond the classroom”1. The latter refers those tasks occurring in the classroom.
Pedagogic tasks prepare learners to deal with future target tasks which will be performed in the real world.
Pedagogic tasks2 are activities where
 meaning is primary
 there is some communicative problem to solve
 there is some sort of relationship with real-world activities
 the assessment of tasks is in terms of a task outcome

Benefits of using tasks in L2 teaching

 Tasks can integrate a focus on meaning with a focus on language.
 Instruction using pedagogic tasks is learner centred.
 Students learn by doing which is more beneficial than learning about things they do.
 Tasks provide students with practice that's relevant to their own purposes in real life.

The Role of the Task in the Syllabus

 Task-based syllabus
o The syllabus is based on pedagogic tasks.
o Tasks are presented in a sequence.
o The assessment is defined in terms of tasks.
 Task-supported syllabus
o Tasks are not the primarily organising principle when design the syllabus.
o The syllabus can be defined in terms of grammar, function, lexis, or topics.
o Tasks are included to offer additional opportunities for language learning.
o The assessment is not or not entirely defined in terms of tasks.
Benefits
 Tasks provide lots of opportunities for learners to actually practice using language communicatively.
 Task-based approach is helpful in dealing with students who are not totally at the same level.
 Task-based approach is useful for helping teachers to manage the classroom; there always be an
outcome to assess students work.
Drawbacks
 Quite hard for teachers to understand what a task is.
 There is a real lack of suitable materials for teachers to use.
 Teachers usually have to design their own tasks and lessons.

1 Nunan, D (2004:1)
2 Skehan, P (cited in class 1)