Focused vs. unfocused communicative task distinction in task-based language teaching¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Within task-based language teaching, Ellis's distinction separates tasks designed to elicit a particular grammatical form from tasks designed for general communicative language use. As the article states, "unfocused communication tasks are the tasks in which L2 learners utilize the target language without any requirement to use a specific grammar structure/form for completing the task," while focused tasks make a target form salient through consciousness raising. The study uses this distinction as its organizing axis, crossing it with task type (decision-making vs. opinion-exchange).

Design Implications¶

Context¶

Requirements¶

• Both task kinds must meet the criteria of a principled focus on meaning and a communicative outcome, as the article states

Constraints¶

• The article notes TBLI alone is inadequate for developing acceptable levels of accuracy, and a purely meaning-focused approach is problematic in foreign-language settings where real-life target-language needs are rare

Target Learners¶

• intermediate EFL learners in foreign-language university settings

Target Learning Objectives¶

• oral interaction and negotiation of meaning in a second language

Claims¶

• Unfocused Tasks Elicited More Meaning Negotiation [+M]
• Unfocused Tasks More Confirmation And Clarification Strategies [+M]

Related Theories¶

• Task-based language teaching framework with six systematic components and three lesson stages
• Proactive vs. reactive focus on form: two timing alternatives for grammar attention within communicative teaching

Examples¶

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Key Sources¶

• Roohani, A., & Esmaeili, M. (2022). Effect of (Un)Focused Tasks on L2 Learners' Meaning Negotiation and Negotiation Strategy. PASAA, 63(1), 315–347. https://portal.issn.org/resource/ISSN/2287-0024 doi:10.58837/chula.pasaa.63.1.12