General Features Of Second Language Tasks - 2325 Words

In this section we draw on the TIP task to illustrate a number of general features of second language tasks. First, as can be seen, the task is holistic in the sense that it requires learners to decide on potential relevant meanings, and use the phonology, grammar, vocabulary and discourse structures of the language to convey these in order to carry out the task. A second feature of any task is the need to achieve one or more meaningful outcomes. This is essential for the dynamic of the task. In the TIP task, the learners were asked to come up with a description of the likely owner of the objects. Depending on the teacher’s instructions this could take one of various forms: written, oral or possibly a non-verbal representation, such as a picture, set of notes or ID forms, selected from an array. What these have in common is a target outcome in the form of a verbal or nonverbal representation of information. That is, it is not sufficient for them to produce accurate language: t hey have to produce a pragmatically credible response. Third, the task could not work without the input material – in this case, the objects and the instructions. Here, the input material is the springboard for all that follows. Changing the objects or the instructions could change the procedures the students follow or the target outcome, or both. Input material is therefore an essential element. In following the instructions in order to work towards the task outcome, learners engage in a process.Show MoreRelatedGrammar Teaching Approaches And Teaching830 Words   |  4 Pages144), first languages can have very essential influence on second language learning, the rules of first languages may directly and deeply lead learners to make mistakes when they are using the second language because of the difference between two kinds of language systems and the key of the gap is the grammar. 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