Communicative tasks are an essential part of language learning, as they encourage learners to actively use the target language in meaningful and purposeful ways. This approach helps students develop their communication skills and fosters a deeper understanding of the language. Below, we will explore what communicative tasks are, their key characteristics, and how they can be effectively implemented in a classroom setting.
What Are Communicative Tasks?
A communicative task is a language learning activity designed to engage learners in using the target language to achieve a specific goal. The primary focus of these tasks is on meaning rather than grammatical form. Different scholars have provided definitions that shed light on various aspects of communicative tasks:
David Nunan (1989): A task is “a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is primarily focused on meaning rather than form” (p. 10). In other words, learners focus on communicating effectively rather than simply practicing grammar.
Jane Willis (1996): A task is an activity where the target language is used for a communicative purpose to achieve a specific outcome (p. 23). This definition highlights the purposeful nature of tasks, emphasizing that learners use language as a tool to accomplish a goal.
Peter Skehan (1998): A task is characterized by its focus on meaning, the presence of a communication problem to solve, its resemblance to real-world activities, and its emphasis on achieving a specific outcome (p. 95). Skehan’s definition underscores the practical and real-life relevance of communicative tasks.
Van den Branden (2006): A task is “an activity in which a person engages in order to attain an objective, and which necessitates the use of language” (p. 4). This definition emphasizes the goal-oriented and language-dependent nature of tasks.
Characteristics of Communicative Tasks
According to various researchers, communicative tasks share several key characteristics:
Focus on Pragmatic Meaning: Tasks primarily emphasize the exchange of meaningful communication rather than the accuracy of language forms (Ellis, 2003).
Existence of a Gap: Tasks often include an ‘information gap,’ ‘reasoning gap,’ or ‘opinion gap’ that learners must bridge to complete the activity (Ellis, 2003). For example, one learner might have a map while another has directions, and they must work together to find a location.
Choice of Language Resources: Learners have the autonomy to select the linguistic forms they use to achieve the task’s goal (Skehan, 1996).
Non-Linguistic Outcome: Tasks typically have a clear, real-world goal, such as solving a problem, making a decision, or completing a project (Ellis, 2003).
Key Elements of Effective Communicative Tasks
Rod Ellis (2003) and Willis & Willis (2007) provide valuable frameworks for evaluating and designing communicative tasks. Here are some essential elements and criteria:
Task Elements (Ellis, 2003):
Focus on Meaning: The primary objective is meaningful communication.
Presence of a Gap: There must be some form of gap that learners need to bridge.
Learner Choice: Participants decide how to use language to achieve the task’s goal.
Clear Outcome: Tasks should have a non-linguistic outcome that indicates success.
Task Design Questions (Willis & Willis, 2007):
Will the activity engage learners’ interest?
Is there a primary focus on meaning?
Is there a specific goal or outcome?
Is success judged in terms of the outcome?
Is completion a priority?
Does the activity relate to real-world situations?
Answering “yes” to these questions ensures the activity is task-like and effective for language learning.
Practical Examples of Communicative Tasks
To better understand how communicative tasks work, let’s look at some examples:
Role-Playing a Real-World Scenario: Learners simulate a situation, such as ordering food at a restaurant. One learner acts as the customer, and another as the waiter, using the target language to communicate.
Problem-Solving Activity: Learners are given a problem, such as planning a group trip with a limited budget. They must discuss and decide how to allocate resources.
Information-Gap Activity: One learner has a schedule of events, and another has a blank timetable. They must communicate to fill in the missing information.
Why Are Communicative Tasks Important?
Communicative tasks mirror real-life language use, helping learners build practical communication skills. By focusing on meaning and fostering interaction, these tasks create a supportive environment where learners can experiment with language, make mistakes, and improve over time. Additionally, the goal-oriented nature of tasks motivates learners to actively participate and collaborate.
Conclusion
Incorporating communicative tasks into language learning programs can significantly enhance learners’ ability to use the target language in real-life situations. By understanding the principles and elements of these tasks, teachers can design activities that are engaging, meaningful, and effective. As research by Nunan (1989), Willis (1996), Skehan (1998), and others demonstrates, communicative tasks are a powerful tool for fostering authentic language use and meaningful interaction in the classroom.
References
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge University Press.
Willis, J. (1996). A framework for task-based learning. Longman.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
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