Language Tasks in Task-Based Language Teaching

A language task is an activity that involves the use of language to achieve a specific goal or outcome
Tasks can be real-life or simulated, and can be completed individually or in groups
Examples of language tasks:
- Ordering food at a restaurant
- Participating in a meeting
- Writing an email to a friend
- Giving a presentation
Language tasks can be categorized into four types:
1. Information transfer tasks (e.g., reading and summarizing a text)
2. Directives tasks (e.g., following instructions to complete a task)
3. Interactive tasks (e.g., role-playing a conversation)
4. Problem-solving tasks (e.g., solving a puzzle or completing a project)

Authentic materials are real-life materials that are used in the target language, such as:
- News articles
- Videos
- Podcasts
- Social media posts
- Advertisements
Authentic materials are used to:
- Provide learners with exposure to real language use
- Increase learner motivation and engagement
- Develop learners' ability to understand and use language in context
Authentic materials can be adapted to suit the learners' level and needs

Assessment methods in task-based language teaching focus on the learner's ability to complete tasks effectively
Assessment can be:
- Formative (during the learning process)
- Summative (at the end of the learning process)
Assessment criteria include:
- Task completion (e.g., did the learner complete the task?)
- Language use (e.g., was the language used accurately and appropriately?)
- Communication effectiveness (e.g., was the message conveyed successfully?)

Communicative competence refers to the learner's ability to use language effectively to communicate in real-life situations
It involves:
- Linguistic competence (knowledge of language rules and structures)
- Sociolinguistic competence (knowledge of language use in social contexts)
- Pragmatic competence (knowledge of language use in specific situations and contexts)
Task-based language teaching aims to develop learners' communicative competence through the use of authentic tasks and materials

Learners' autonomy refers to the learners' ability to take control of their own learning process
In task-based language teaching, learners are encouraged to:
- Set their own goals and objectives
- Choose their own tasks and materials
- Monitor and evaluate their own progress
Learners' autonomy is promoted through the use of self-directed learning activities and tasks that require learners to take initiative and make decisions.

A language task is an activity that involves using language to achieve a specific goal or outcome
Tasks can be real-life or simulated, and can be completed individually or in groups
Examples of language tasks: ordering food at a restaurant, participating in a meeting, writing an email to a friend, and giving a presentation
Language tasks can be categorized into four types: information transfer, directives, interactive, and problem-solving tasks

Authentic materials are real-life materials used in the target language, such as news articles, videos, podcasts, social media posts, and advertisements
These materials are used to provide learners with exposure to real language use, increase learner motivation and engagement, and develop learners' ability to understand and use language in context
Authentic materials can be adapted to suit the learners' level and needs

Assessment methods focus on the learner's ability to complete tasks effectively
Assessment can be formative (during the learning process) or summative (at the end of the learning process)
Assessment criteria include task completion, language use, and communication effectiveness

Communicative competence refers to the learner's ability to use language effectively to communicate in real-life situations
It involves linguistic competence, sociolinguistic competence, and pragmatic competence
Task-based language teaching aims to develop learners' communicative competence through the use of authentic tasks and materials

Learners' autonomy refers to the learners' ability to take control of their own learning process
Learners are encouraged to set their own goals and objectives, choose their own tasks and materials, and monitor and evaluate their own progress
Learners' autonomy is promoted through the use of self-directed learning activities and tasks that require learners to take initiative and make decisions