Tasks vs. Activities in Language Learning
Tasks vs. Activities: Key Differences
- The term “task” means “a piece of work to be undertaken or done” or simply “work,” and “activity” means “some event or some happening.”
- A task can also be called an assignment that someone has been assigned to do.
- A task can be said to be any activity that is done with a particular purpose. On the other hand, an activity can be said to be a work that is done with no particular purpose in mind or with some purpose in mind.
- Unlike a “task,” an activity needs more energy and more action.
- Another important difference that can be noted between “task” and “activity” is that the former refers to the completion of an activity, whereas the latter refers to some movement.
- “Activity” also means “moving about” or “being active.” An activity involves strenuous action or more energy.
Example of Activity
For example, singing a song, playing a game, taking part in a debate, or having a group discussion are all different kinds of teaching activities.
Example of Task
Look at the four pictures. They are mixed up. Work in pairs. Put the four pictures in a sequence so that they tell a story. Prepare to tell your story to another pair.
Realia in the English Language Classroom
Realia are objects and materials from everyday life used as teaching resources. The main advantage of using real objects in the classroom is to make the learning experience more memorable for the learner. For example, if you are going to teach the vocabulary of fruits and vegetables, it can be much more effective for students if they can touch, smell, and see the objects at the same time as hearing the new words.
A second example would be if you are going to teach some functional language for asking for a train timetable. You could use a fictitious timetable, or you could use a real one from the local train station, one from the internet, or if you’re really organized, some you brought back from your last trip.
Key Terms in Language Education
European Language Portfolio (ELP): The ELP is a document in which those who are learning or have learned one or more languages can record and reflect on their language learning and intercultural experiences.
Common European Framework of Reference for Languages (CEFRL): This is a guideline used to describe the achievements of learners of foreign languages across Europe and, increasingly, in other countries.
Transfer: This is the effect that one language has on another. Transfer can occur at all levels (pronunciation, vocabulary, grammar, and discourse). Nowadays, transfer is seen as just one of many factors that influence the learner’s interlanguage.
Applied Linguistics: Applied Linguistics is an interdisciplinary field that identifies, investigates, and offers solutions to language-related, real-life problems. Some of the academic fields related to applied linguistics are education, psychology, communication research, anthropology, and sociology.
Competence and Performance: Competence is the innate knowledge of a language. Different levels of competence (A1, A2, B1, B2, C1, C2). Performance is the ability to speak a language in order to practice the language. Speaking a language is how well you can speak English.
Authenticity: A classroom text is authentic if it was originally written for a non-classroom audience. The notion of authenticity was originally introduced to distinguish between artificially simplified texts and unmodified real texts. With the advent of the communicative approach, inauthentic texts were felt to be inadequate.