Task-Based Approach in The Frame of Professional Preparation at Universities

Abstract

The success that our students can achieve in the process of language learning depends on different factors, among which students’ involvement in language acquisition is considered to be one of the crucial in modern communicative methodology. While teaching foreign languages we use various methods, approaches and techniques. Language purpose influences our choice of syllabus items and teaching techniques. The task-based approach has gained popularity in the field of language teaching since the last decade of the 20fh century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. In this paper we have attempted to describe the task-based approach criticality, pointing out what we consider positive in this approach, and underlining the inadequacy of some assumptions and conclusions. It must once more be emphasized that task-based approach is useful teaching and learning pedagogical device among others available. Taking into consideration the rate of the foreign language competence importance for today’s university learners, we were able to identify the main purposes of the survey that are: the first part of the paper was dedicated to figuring out real world tasks and classroom tasks as well as presents theoretical overview of task-based approach; then the second part of the paper was grounded on the description of the most common advantages and disadvantages of the task-based approach; the third part provided the steps for a successful task-based teaching activity (the pre-task; task cycle; language focus; a relevant homework assignment) and the fourth part was concerned with the reveal of types of assignments that are based on task-based teaching (information gap activities, reasoning gap activities, opinion gap activities, road trip, the business mixer, department of tourism). In conclusion we have illustrated that multiple advantages of task-based approach are dealing with: real-life communication before language analysis; it is learner-centered and meets students’ needs giving them opportunity to use all possible language resources in authentic communicative situations; encourages learners’ autonomy. Due to this students can analyze what they know, do not know or partially know and need to improve; they are encouraged to investigate the language. Thus students take responsibility for their progress in language learning. Also it was shown that teachers can use this approach in mixed ability classes where both weak and strong students can perform the task successfully according to their language level, with different accuracy in the same communication situation and find out their individual needs. One more outcome of the survey is that students deal with a wide range of language, because they are not restricted by syllabus demands to definite lexis, grammar or structures. It was recommended to use a combination of task-based approach and traditional approach to language learning in order to meet students’ requirements best of all.