DESIGNING TASKS FOR THE COMMUNICATIVE CLASSROOM
DOI:
https://doi.org/10.55640/Keywords:
communicative classroom, task design, Task-Based Language Teaching, interaction, learner motivation, language acquisition, task authenticity, task complexityAbstract
This article describes the principles and strategies involved in designing tasks for communicative classrooms, focusing on the promotion of authentic interaction, language acquisition, and learner motivation. Task-Based Language Teaching (TBLT) is highlighted as a successful strategy that helps students accomplish particular learning objectives while allowing them to communicate meaningfully. In addition to discussing important factors like task authenticity, complexity, sequencing, and assessment, the article critically evaluates the body of research on task design and provides examples of tasks that can be modified to accommodate different skill levels.
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