The Impact of Task-Based Approach on the Improvement of Communicative Competence
Abstract
This study makes a contribution to the continuous accumulations of research knowledge about the tbl approach and communicative competence in efl classrooms by providing a better understanding of the impact of the tbl method on students' English communicative competence. Further research into these topics could look at how effective the tbl approach is at improving students' communicative skills in various contexts and learning situations.
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The tasks were structured according to Willis’ (1996:155) framework of pre-task (preparation), task and task focus:
PRE-TASK Teacher introduces topic, activities to activate the existing vocabulary or introduce the new vocabulary, gives examples of task completion and gives instructions on how to complete the task
TASK(S) Cycle/s of Task > Planning > Reporting back
TASK FOCUS Moves from focus on meaning to focus on form, develops and enhances accuracy by using different focus activities (e.g. word analysis, semantic analysis, syntactic analysis)
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