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The aim of this article is to describe and validate the communication task as an
important tool in the language classroom and to differentiate it from any activity
which just gets the students talking.
What is a task?
An Information gap activity differs from a jigsaw activity because only one
interactant holds crucial information and the other has to request that information
thus creating a one way flow of information and not a two way flow – it is
therefore less effective as a communication task.
- Problem solving
- Decision making
- Opinion exchange
Jigsaw and information gap are the most effective, opinion exchange the least
effective.
Research
Research into task based learning has been useful in supporting interactionist
theories of language learning.
However few studies have linked negotiation features found during task based
learning with acquisition processes themselves. As a result most of the
contributions of task based research on interaction have been inferential
i.e. the presence of negotiation implies the presence of learner comprehension,
use of feedback and modification of interlanguage production.
Pica, Young and Doughty (1987) used an information gap exercise to measure
(not just infer) learner’s comprehension through interaction.
They found that negotiation features such as confirmation requests and
comprehension checks served as mechanisms for repetition and thus increased
learner’s comprehension.
Other studies have found that opinion exchange activities often lead to some
participants taking over the interaction and others not talking at all.
That open ended clarification requests such as “what?” or “could you say that
again” led to learner’s modifying their interlanguage significantly more than
confirmation checks such as “did you say books?”
Decision making tasks have been shown to be more effective than opinion-
exchange tasks since they offer more turns for each learner and more questions.