Task-based Instructions in Interactive Communication - Research Paper Example

? Task-based Instructions in Interactive Communication Task: Task-based Instructions in Interactive Communication The principal focus of the topic under research is to, succinctly, expound on the dire effect of the Task based learning and instruction system in interactive communication classes and its imminent connection to the development of the secondary language proficiency and correct use by those students taking a specific language, especially English, as a second language. With ingenious research methods and concepts, the issue has been critically analyzed to yield a number of findings, which will be discussed. Background of the Problem In the task, based interactive communication, learning system for students taking up English as the second language, a particular mode of teaching, task taking, presentation and eventual analysis of the work submitted is involved. In this system, the teacher gives an assignment that has to be done practically in the field by the students, using the second language, being taught (Jones, 2009). The students take up the assignments and have to make a choice regarding the setting where they would like to perform their tasks on. Students may choose to talk to the customer care mobile operator, interview a doctor, talk to a government official, talk to members of staff who are adept in communicating in that particular language taken by the student or rather a fellow student who is conversant in communicating in that language. Since the operation is student centered, the students undertake it and file a report on the task. This extends to the presentation of the tasks in class. The teacher then has the responsibility to analyze and give a score in conjunction to the student’s work. This poses major challenges in administration by the teachers, honesty in the part of the student and sentimental trade-offs. Statement of the Problem The task-based instruction learning system is coupled with several quandaries. It involves focus on the utilization of a given target second language by students. Such assignments include communicating with different people. Assessments of performance ids analyzed from the perspective of the outcome of the assignment as disputed to the expertise or accuracy of the student in that particular language (Glisan & Shrum, 2009). The problems begin from this point. Since this method of learning is more students centered and has minimal supervision by the teachers, the students may decide not to advance their vocabulary and explore the language with proficiency. They might limit themselves to simple, elementary vocabulary that is not advancing their proficiency in the second language being studied. Other students may seek to rely on the others working. Another challenge is that of time shortage. Students may run out of time in the practical tasks extending to failure. If not properly organized, the practical task may prove to be confusing and cumbersome in terms of the size of the student body being analyzed. Limited resources and confidence by the students can be a major trade off. Significance of the Problem The quandaries, outlines above are significant in such a way that they affect the task based instructional kind of education to students who take a particular language as the second language. This poses a major debate on whether the system of education is up to standard. However, research will definitely aid in the explanation of the problem and various ways of dealing with its outcome, as well as prospecting the major ways of solving this query. The system of education, as mentioned above, has various disadvantages and poses an immense challenge to those applying it in education. These challenges ought to be addressed and put into profound consideration. The issue also has a streak of advantage as it helps students to push harder and avoid imminent victimization, which may be quite challenging to detach oneself from. The research also looks into different analyses by former and present writers in a way that the issue will be completely addressed and made clear. Research Questions How do the former and present researchers perceive the task-based instructional approach of interactive communication? What is the importance of the approach? How is its implementation carried out? What enhancements that can make the system better? Review of the Literature Long and Skehan points out that the task is based in diverse ways, depending on the perspective it takes, whether that of research or pedagogy (Glisan & Shrum, 2009). They propose that the meaning of task is primary and the activity is outcome-evaluated. They inspect how task can be used in language acquisition. They also differ in their approaches in a way that Long employs the aspect of interaction, while Skehan employs a cognitive approach. Lantolf views tasks as devices that enhance learners with data used in learning. Ellis argues that students do not get the language as exactly taught by the teachers, based on research from linguistics and psychology. He adds that language learning is a developmental and organic process that is gradual on its agenda. Summary Previous and modern-day researchers almost perceive the task-based instructional mode of learning for students taking a second language the same way. Therefore, the research to be conducted will expound the two sides of the mode of study (Glisan & Shrum, 2009). This mode of learning involves the use of authentic language to complete an assignment. It is student centered and requires the student to carry out the assignment by communication to other people, who are used to using the language. Researchers view it as advantageous in various aspects. Since it is self-centered, students obtain meaningful communication for themselves. This builds a hardworking character in them, thus, making them aim at utilizing their own efforts and intelligence in solving the task explicitly. This, therefore, boosts self-confidence and the desire to work singly. The process also builds practical extra-linguistic skill building. The students, through interactions with other people, ensure grasping of the various forms, and language structure they are training on. Importance of this approach is that it stresses on self-dependence and, therefore, those involved can build their morale in application of their own efforts in practically obtaining solutions to their questions (Jones, 2009). It provides communication skills on the part of the student he/she talks to other diverse people in the outside areas like doctors, lecturers, customer care representatives, security personnel, school staff, leaders and many more people. They, therefore, dispel their thinking limits and think more out of their own limits. This mode enhances the development of personal responsibility, honesty, ethical, communication, diversified contemplation and quick understanding of new things in life. This is because the students learn the new languages gradually for themselves as they advance in its usage. This poses an advantage to those students who work for themselves and not dependent on others’ work. Those students who do not take such a responsible initiative to do their own part of the work result in get disadvantaged. Eventually, they are not likely to, completely; grasp the new language because of laxity (England et al, 2006). Conclusion This is an ardently ingenious method of approaching learning. It is a mode of learning where students are offered opportunities to fend for themselves in terms of learning and getting new skills for themselves without overt supervision. This system has undisputedly proved to have a substantial influence in the learning of the students. This extends further to offer other numerous merits to the individual student. These include communication skills, word articulation in the new language, etiquette and many others. However, it still has some demerits. These include dishonesty by some parties, prone to failure, unresponsive target personnel and being cumbersome and engaging. The merits, however, outweigh the demerits. The pantry demerits, however, can be rectified to make the mode of learning better. First, the teachers ought to exhaustively advise their students and give them credible tips an approaching the learning environment. Secondly, the students ought to work industriously and apply honesty in their task completions. Therefore, the task-based mode or system of interactive communication is an adept way of approaching studies for students learning a second language as it inculcates the practicality and extra-linguistic abilities and the required familiarity with the new language as they undertake their assignment (England et al, 2006). References Glisan, E. & Shrum, J. (2009). Teacher's Handbook: Contextualized Language Instruction. Boston, MA: Cengage Learning. Willis, J. R., & Leaver B. L. (2004). Task-Based Instruction in Foreign Language Education: Practices and Programs. Washington, DC: Georgetown University Press. England, L. et al. (2006). Handbook for Arabic Language Teaching Professionals in the 21st Century. Mahwah, NJ: Routledge. Gass, S. M. (2002). Pedagogical Norms for Second and Foreign Language Learning And Teaching: Studies in Honour of Albert Valdman. 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