A Functionalist View of Task-based Language Teaching
Journal Title: Порівняльно-педагогічні студії - Year 2016, Vol 1, Issue 2
Abstract
У статті розглянуто сучасні підходи до викладання іноземної мови. На основі аналізу наукової літератури визначено сутність, основи, принципи, засоби і методи реалізації функціонального та комунікативного підходів до навчання мови, які допомагають засвоїти мову як засіб спілкування на основі практичного використання мовного матеріалу. Автор пропонує лінгвістичне обґрунтування викладання другої мови за допомогою чітко окреслених завдань. Увага акцентується на навчанні вибору із системи мовних засобів функціонально взаємозалежних форм та використанні їх у конкретній ситуації спілкування. The article deals with a functionalist view of task-based language teaching. It is said that the functionalist view of language and the interaction hypothesis provide not only a linguistic rationale, but also some empirical evidences for task-based language teaching which focuses on the interaction process and emphasizes communication and learning. The article describes the interaction hypothesis and states that learners acquire a second language through the process of interacting, negotiating and conveying meanings in the language in purposeful situations. The interaction hypothesis is characterized to attempt to account for second language acquisition through learner’s exposure to language, production of language, and negotiation on that production also has pedagogical implications on task-based second language teaching in which meaningful interaction and negotiation between two or more speakers can take place. The author comes to the conclusion that integrating both theoretical and empirical foundations of second language acquisition and learning, task-based language teaching has benefits in promoting language acquisition by providing learners with opportunities to receive input in the target language, produce and modify their output, shift their attention to notice the problem in comprehension or production, and receive negotiation on their communicative efforts and in communicative meaningful tasks. Second language learners learn the active use of language depending on comprehensible input, output and negotiation of meaning by engaging in a lot of naturalistic and meaningful communication activities and tasks through task-based language teaching.
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