Chaper Ii Effects of Task-Based Language Teaching on the Pragmatic Competence
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents the reviewed literature and studies that are related to the present study.
Related Literature Task-Based Language Teaching In learning the second language, it is important that one could use it daily in one’s communicative activities, otherwise it will atrophy. Nowadays, one of the latest trends in second language teaching and learning is Task-Based Language Teaching (TBLT). Nunan (2004) defined task as a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. He also distinguished between “real-world or target tasks”, which are communicative acts that the learners achieve through language in world outside the class and “pedagogical tasks” which are carried out in the classroom. In addition, he mentioned that a good language teaching method aims to develop pedagogical tasks close to the real world tasks as possible. Therefore, instructors would create activities that the students experience in the real world. In Ellis’ (2003) definition of task, he stated that a task is a work plan that requires learners process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed…a task is intended to result in language use that bears resemblance, direct or indirect, to the language is used in the real world. Like other language activities, a task results to productivity on the oral or written skills, and also various cognitive processes. As Nunan (1989) says, task-based teaching and learning is teaching and learning a language by using language to accomplish open ended tasks. Learners are given a problem or objective to
REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents the reviewed literature and studies that are related to the present study.
Related Literature Task-Based Language Teaching In learning the second language, it is important that one could use it daily in one’s communicative activities, otherwise it will atrophy. Nowadays, one of the latest trends in second language teaching and learning is Task-Based Language Teaching (TBLT). Nunan (2004) defined task as a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. He also distinguished between “real-world or target tasks”, which are communicative acts that the learners achieve through language in world outside the class and “pedagogical tasks” which are carried out in the classroom. In addition, he mentioned that a good language teaching method aims to develop pedagogical tasks close to the real world tasks as possible. Therefore, instructors would create activities that the students experience in the real world. In Ellis’ (2003) definition of task, he stated that a task is a work plan that requires learners process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed…a task is intended to result in language use that bears resemblance, direct or indirect, to the language is used in the real world. Like other language activities, a task results to productivity on the oral or written skills, and also various cognitive processes. As Nunan (1989) says, task-based teaching and learning is teaching and learning a language by using language to accomplish open ended tasks. Learners are given a problem or objective to