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Date Posted: 05:36:07 07/04/03 Fri
Author: Viviane Coelho Caldeira Ramos
Subject: 9th task

Task – based Approach
The task- based approach has its focus on the communicative competence. Students are faced with tasks related to real life experiences, such as a job interview, that will allow them to interact with each other using the target language for means of communication in order to solve the task proposed by the teacher.

While designing a task the teacher must have in mind who is he/she teaching. Is it a large or a small class? What is the students’ age? What do they do for a living? What are their interests? What is their goal in learning English? Having this answers in mind one can plan tasks that will motivate and stimulate students to participate actively creating a productive and health environment

According to Skehan (1994) there are three phases on the implementation of a task in the classroom, this would be:
1) Pre- task
- teacher introduces the topic and vocabulary
- learners do a similar task for preparation
- focus is on language forms that are going to be necessary in order to complete the task

2) During task
- task itself
- teacher needs to manipulate pressure, depending on the time and length of the task

3) Post- task stage
- Presentation of the task’s results to the classmates
- Focus on language
- Balancing and feedback
According to Numan (2001) there has to be a concern about three elements: language data, information and oppportunities for practice. The first two can be related to the pre-task phase while the last one would be the during-task phase.

Numan ( 2001) establishes the differences between task, exercise and activities.
1) Tasks: is a “communicative act”, not restricted to grammatical structures, has a “non-linguistic outcome”. He subdivides it into real world or target task; pedagogical tasks; rehearsal task; activation task; action task; enabling skills; language exercise and community activity
2) Exercise: restrictive focus on language elements, “linguistic outcome”
3) Activity: has a restrictive focus on language items combined with a communicative outcome

While doing the tasks proposed students are preparing themselves for real situations where there will have to use the target language to communicate, because of that, task- based approach permits learners to express themselves and interact with one another, developing the maximum goal of language learning, the communicative competence.

Bibliography:
http://simsim.rug.ac.be/staff/elke/recpast/taskbased.html
http://www.tesolgreece.com/dinou01.html
NUMAN,David. Aspects of task-based syllabus design. December, 2001 in http://www3.telus.net/linguisticsissues/syllabusdesign.html

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