A pedagogic task is an activity where the primary focus is on conveying meaning, there is some communicative problem to solve and some sort of relationship with real-world activities. Finally, its assessment depends primarily on whether the communicative purpose has been met (non-linguistic outcome), not only on the quality of the language used (Skehan, 1996).
There are various types of tasks:
In a task-based learning approach (or TBLT - Task-based Language Teaching) tasks are the key units of syllabus design and assessment is determined in terms of pedagogic tasks too. It is different from our traditional teaching approach, based on textbooks where content is usually specified in terms of linguistic items (grammar, vocabulary, functions).
Designing a task-based teaching course requires the teacher to select the tasks and then decide a sequence for these tasks.
On the other hand, in task-supported teaching and learning tasks do not play a primary role and syllabus can be organised around linguistic items. Assessment is not entirely defined in terms of tasks.
Task-based approaches engage learners in activities which resemble real-life situations where they would use the foreign language and are learner-centred, with the teacher assuming a facilitator's role.
A task-based lesson follows a typical structure:
On the other hand, in task-supported teaching and learning tasks do not play a primary role and syllabus can be organised around linguistic items. Assessment is not entirely defined in terms of tasks.
Task-based approaches engage learners in activities which resemble real-life situations where they would use the foreign language and are learner-centred, with the teacher assuming a facilitator's role.
A task-based lesson follows a typical structure:
- a pre-task stage, aimed at preparing the performance of the task, through activities that induce learners to focus on the language or on the content of the task;
- a during-task stage, where learners focus on completing the task and conveying meaning and they can work individually, in pairs or in groups;
- a post-task stage, which is focused on language and form (ex.: a public presentation of the product).
Language-focused activities introduce new language or recycle existing linguistic resources. Content-focused activities engage learners with the specific topic of the task.
Notes and reflections from the MOOC "Teaching ESL/EFL Reading: a Task Based Approach" by University of London - UCL Institute of Education
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