DESIGNING FINAL TASKS AND ACQUIRING THE COMMUNICATIVE COMPETENCE WITH THE TASK-ORIENTED APPROACH IN THE BUSINESS ENGLISH CLASSROOM

Anka Veselinova

DOI Number
10.22190/JTESAP1603561V
First page
561
Last page
572

Abstract


Abstract. In recent times, task-oriented teaching has been revealing an inspiring area of researching wisely conceptualized methodology that encourages all students’ participation in class to communicate and interact, using the target language over a previously developed set of tasks, oriented around a major communicative goal. How can teachers determine communicative objectives and later structure them in a framework of consecutive activities for developing a lesson plan, based on a final communicative task?

 

This paper highlights the challenges that task-oriented teaching faces in order to identify students’ real world language needs and to choose appropriate real world tasks for acquiring the language communicative competence in class. In addition, task-based instruction contributes immensely in achieving confidence for speaking and fluency on the target language, which is an essential aim for both learners and teachers.

 

Key words: task-oriented approach; language communicative competence


Keywords

task-oriented approach; language communicative competence

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References


Beglar and Hunt, “Implementing task-based language teaching”, Methodology in language teaching: An anthology of current practice. (2002). Cambridge: Cambridge University Press. p.96

Bremner, S. ‘Collaborative writing: bridging the gap between the textbook and the workplace’. English for Specific Purposes 29/2. Elsevier. (2010): 121–32. http://www.sciencedirect.com/science/article/pii/S0889490609000647

Evans, Stephen “Designing tasks for the Business English classroom”, ELT Journal, Oxford Journals, ELT J (2013) 67 (3): 281-293. doi: 10.1093/elt/cct013 http://eltj.oxfordjournals.org/content/67/3/281.full


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