LANGUAGE LEARNING THROUGH TASK AND ACTIVITIES
Abstract
There is a good deal of variation among experts on how defining “task”. According to Cameron, task is defined as classroom activities and an activity that can be any kind of event that children/ students participate in. Furthermore, she added that a classroom task will have clear beginning and end: it may be quite short or it may last over several lessons. For the students, a classroom task should have a clear purpose and meaning; for the teacher, the task should have a clear language learning goals.
References
Breen, M, 1987. Learner Contributors to task design. In C. Candlin and D. Murphy (eds). Language Learning Task. Englewood Cliffs NJ: Prentice Hall.
Brewster, Jean, Gail Ellis and Denis Girald. 2003. The Primary English Teacher’s Guide. Penguin English.
Cameron, Lyne. 2003. Teaching Language to Young Learners. Cambridge University Press.
Giyoto. (2007) Task-Based Approach of Facilitating the Speaking Practice for A Big Class. The 55th TEFLIN International Conference. UIN Syarif Hidayatullah Jakarta
Rod Ellis (http://asian-efl-journal.com/Ellis Task Based Teaching.doc. Asian EFL Journal Conference 2006) University of Auckland.
(http://www.education.com/reference/article/effective-classroom-practice-tasks/
(http://teaching.monster.com/benefits/articles/10348-28-ways-to-build-persistent-confident-students)
http://www.everydaylanguagelearner.com/language-learning-resources/language-learning-activities/)
DOI: 10.24042/ee-jtbi.v6i1.518
